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LIBRARY OF CONGRESS. 



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Shelf 






UNITED STATES OF AMERICA. 

* ZJmV) -^Z/i-iOjrO ■m.Z/'^ 'ZJj^ '^yj^ w j» G WO^i^ O jbCi 



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INFANT CULTIVATION: 

WITH 

A COMPENDIUM 

OF THE 

^nalpttcal JWetlvotr of Unstrttction antr iSUtjittcal J^lan 
oi STeachinfl, 

ADOPTED AT SPITALFIELDS INFANTS* SCHOOL; 

WITH 

GENERAL OBSERVATIONS 

Olf 

THE SYSTEM OF INFANT TUITION, ^c. 

BV jf r; BHO-WN, MASTER. 

, i 

^^ '. ^ -ri. I TO WHICH IS ABDEl 



' A MANUAL^ 

OF THE 






PUBSrED AT THE 



gV^I 



CHESTER STREET,J?HlLADELPHrA 



BIT E. BACON. 



— •itH©®e^«— 




PfllLADELrHiA : . 

Clark ^ Raser, Printers, 33 Carter's Mley 
1828. ' 



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INFANT CULTIVATION, &c. 



" God is no respecter of persons." We see this truth abun- 
dantly exemplified, while engaged in cultivating the Infant 
Mind. By the mighty influence of Christian sympathy, we are 
constrained to seek the intellectual, moral, spiritual, and eternal 
elevation of the child. Hence we lead him to those inexhaus- 
tible sources of instruction, delight, and comfort, which are 
open to immortal man in Creation,. Providence, and Redemp- 
tion. In the progress of this heavenly toil, we have arrived at 
the pleasing conclusion, that it is possible, in the early periods 
of human existence, to bring the hallowing beams of Revelation 
to rest on the tender and retentive mind ; and thus our agency 
is employed in promoting the moral and external interests of the 

child. . ^ , T J 

Man can never be truly happy till he is re-united to the Lord 
and Giver of life; and, as God was in Christ reconciling the 
world unto himself, it is possible for man to attain the zenith of 
glory, as a redeemed creature, in the excfellency of the know- 
ledge of Christ Jesus the Lord. And who can calculate the 
measure of good that is likely to result from the inculcation of 
these truths? We have had a faint glimpse of this glory among 
our infant charge; and the effect would be more lasting, if the 
glorious principles of sacred truth were more fully recognised 
in the communication of instruction. 

For I am satisfied, from observation and experience, that chil- 
dren in the stage of infancy are capable of understanding the 
simple, but sublime truths of Christianity, and of receiving im- 
pressions "that wear a lasting date.'' While, therefore, all 
classes are alive to the various improvements that ArtSs con- 
stantly projecting; — while Science is marching on in its be- 
neficial career;— when not only Statesmen and Philosophers, 
but Mechanics and peasants are entering the lists, to penetrate 
the arcana of nature, and, by blending the theory of the student 
with the practice of the artizan, convince us of their mutual de- 
pendance and reciprocal advantages:— while the review of these 
circumstances afford no small degree of pleasure to the reflect- 
ing mind, it is to be hoped, that the heavenly science of Infant 
Cultivation will excite a strong interest in the affections and ex^ 
ertions of our enlightened nation. 



Why should the important stage of iulancy be looked upon, 
without calling forth a corresponding feeling to that expressed 
by the Redeemer, when he said, " It is not the will of your 
Father which is in heaven, that one of these little ones should 
perish V^ How can we act toward them as neutral bei ngs, below 
the influence of education or improvement? Multitudes have 
acted from this baneful principle, and experience has disclosed 
the fallacy of it. The most interesting of the human race have 
been left under the power of vice and bad example; and, when 
melancholy instances of juvenile apostacy are detected, we are 
told, by way of palliation, " 0, he is but an infant. What can 
you expect?" We answer, *' All those miserable effects which 
owe their growth and strength to the unnatural neglect of which 
he is the unhappy, but unsuspecting victim." Although but an 
infant, he is a man in miniature; a plant that has taken root in 
a most pernicious soil, and bids fair to spread the poison of in- 
fection throughout the civil and domestic circle in which he 
may vegetate.* 

In process of time he may sustain a station in society which 
involves the highest interests of his countrymen. How neces- 
sary, therefore, that he should be possessed of piety, sympathy, 
and intelligence! In cursorily surveying the pages of history, 
how often have we recognised the lamentable fact, that money 
or power, and not moral or intellectual excellence, has opened 
the way to some of the most responsible offices in civil society; 
and the sequel has pourtrayed frequent instances of connivance 
at vice and immorality, and sometimes at persecution in all its 
appalling forms. 

Now we are not to ascribe this moral defection to a weakness 
of intellect; because these individuals exhibited the strongest 
marks of acuteness and sagacity in the profitable management of 
their worldly affairs. I verily believe the cause lies here: they 
were taught to regard religion only as a theory, and not as a 
blessing to be felt, enjoyed, and exemplified ; their memories 
were filled with terms, to w^hich they were never instructed to 
affix any specific ideas. And hence they became nominal 
Christians, but practical atheists; and the whole of this wretch- 
edness may be traced (in a secondary sense at least) to that cul- 
pable neglect of the infant, which has in too many instances 
filled our habitations with misery, and our prisons with con- 
victs. 

This is especially true with regard to the infant poor. A 
great deal has been said to pourtray the ignorance and vice in 
which they are sunk; but the half has not been told. I have 
been an eye and ear witness of actions and words that I cannot 

* " The spring time of our years, 

Is soon dishonoured and defiled in most by budding ills, 

That ask a prudent hand to check them." Cowper 



name. I attribute this delinquency to the ignorance of the 
poorer classes; the sad manner in which many families are 
crowded together in one house; and then the scenes of drunk- 
enness and debauchery that are constantly passing before the 
eyes of the children. 

Here, alas, is one fatal and prolific source of human wretch- 
edness, extending itself through all our manufacturing districts; 
producing crime, and every vice that can be conceived, as tend- 
ing to augment the sum of moral and natural evil. And, what 
renders these circumstances more affecting, is the fact, that the 
poor themselves are not aware of the danger; so deeply are 
they sunk in ignorance: and hence it is that many of them re- 
fuse to comply with the necessary conditions of admission to 
the Schools: such as bringing the children clean and in time; 
conditions these the advantages of which are self-evident. But 
it ought to be known, that the greater part of such parents have 
had no instruction themselves. This being the case, it is next 
to impossible that they should interest themselves in the moral 
or intellectual culture of the beings to whom they have given 
birth. Many are, therefore, in the most important sense, for- 
saken by their parents; and what is to be done? It is answer- 
ed, Much has been done already by the formation of National 
Schools. But then, the most interesting period of life passes 
away before the children are admitted to these institutions; in 
the mean time, they sink to that depth in vice,* from which 
it is extremely difficult to raise them. This is acknowledged 
to be true by all who have investigated the subject. 

But we shall certainly witness a diminution of the evil we 
deplore, if we will but use all our energies to improve the sea- 
son that Infinite Wisdom has made most suitable for the moral 



* Extract from the Weekly Despatcli. 

Old Bailey y Thursday, February 15fA, 1827, 

'^ J D , a pretty little boy, only seven years of age, was indicted for 

stealing, on the 8th instant, an Ass, value 355., a Cart, value 405.^, and a set of 

Harness, value 35s., the property of W F . The prosecutor stated, 

that about six o'clock in the morning of the 8th instant, he left his cart in James 
street, Covent-garden, while he went down to the market, and on his return he 
fovmd it gone. In consequence of information given, he proceeded in the direc- 
tion of Soho-square : on reaching Oxford street, he saw the prisoner alone in the 
Cart, driving it along as fast as he was able : witness asked him to whom it be- 
longed, but he made no reply ; he then took his property from him, and lodged 
the boy in the watchhouse. 

" The officer who received the prisoner into custody, stated, that the boy told 
him, that his parents lived in St. Giles's, and sold matches; their usual practice 
was to send him out daily to beg, and if he did not return at night with sufficient 
money, they chastised him. He did not go home on the night before he was 
found in possession of the Cart, but slept in St. Paul's watchhouse, Covent-gar- 
den. He said, that Dick, alluding to a notorious young thief, known to witness, 
put him into the Cart, and told him to drive away. 

" The Jury acquitted the prisoner on the ground of his tender age," 



6 

development of man.* In order to accomplish this infinitely 
important object, we ought to be filled with love. This should 
be our element, because of the tenderness of the beings we are 
intrusted with. They must be reared by the genial principle 
of affection; and if we ask of God, will he not give us this di- 
vine feeling? will he not cause us to be plunged into this ocean 
of blessedness? 

Many pious individuals have acted from this sacred impulse; 
and the result has answered their most sanguine expectation. 
Therefore I conclude, that the universal adoption of this method 
would be followed by the moral elevation of every human 
being; because we should then have a practical recognition of 
the Gospel mandate: "Thou shalt love thy neighbour as thy- 
self." This implies, that we should do all that for him which, 
as a moral and intellectual being, he requires at our hands. It 
is supercilious to say, that the poverty of his circumstances 
forms an exception ; because the superior cast of his mind pleads 
for suitable culture. God made his mind ; and we may rest as- 
sured that he has made nothing in vain; he hates nothing that 
he has made. Why then should we, who are dependant on him 
for every good, despise the work of his hand, and neglect the 
infant world ? 

It is worthy of remark, that strength of intellect or vigour of 
mind, if not properly directed, will only subserve the interest 
of Satan ; and hence the infant, possessed of this powerful prin- 
ciple, requires our assistance, to call it out, and direct him to 
employ it aright. If we neglect the imperious call, we may 
reap the fruit of our supineness in the event of his becoming an 
unworthy member of society, while we too justly are forced to 
exclaim, ''We are verily guilty concerning our brother." 

"It is better to prevent than to punish crime." The only 
way to carry this point, is to secure the moral development of 
the rising generation. And it ought to excite our highest gra- 
titude, that so many benevolent individuals have such deep feel- 
ings on this subject, that, waving all considerations of a relative 
character, such as earthly possessions, superior rank, &c., they 
look upon all men as their brethren, as alike interested in the 
covenant of Redemption, and therefore entitled to that cultiva- 
tion which is suitable to their important designation. When 
this divine principle is universally recognised, the infant pool- 
will no longer be looked upon as an inferior order of beings, 
only fit to crawl about the streets, or go to the factory without 
instruction. But we are on the eve of a glorious day; many 
are running to and fro, and knowledge of the most important 

* " In early days the conscience has in most 
A quickness, which in riper years is lost, 
Preserved from guilt, by salutary fears. 
Or guilty soon relenting into tears." 



character is increased. Infant Schools are opening in every di 
rection : thus many are coming forward to the help of the Lord 
against the mighty; and among those who are serving their 
generation by the will of God, the name of Joseph Wilson. 
Esq. maintains no mean position. It is under the exclusive 
patronage of this benevolent gentleman, that the Spitalfields 
Infant School rears its head and dispenses its blessings to the 
neighbouring population; and the general improvement of the 
children justifies the expectation, that the advantages they now 
enjoy, will, under the divine blessing, excite in them such ar- 
dent* feelings after Christ, that they will never rest till that 
moral end is accomplished in them for which he came into the 
world; and then we shall see the effect of genuine develop- 
ment. 

The Gospel of God our Saviour abounds with the deepest 
truths that can possibly interest the mind of man; and to ne- 
glect these important facts in the course of infant instruction, is 
to pour contempt on the authority of Jehovah, and lead the chil- 
dren (I will not say designedly) from that Redeemer, who came 
to seek and save the lost. But some object, — " The children 
will not be able to comprehend these sacred subjects." The 
same objection may be urged against teaching them to study the 
beauties of creation. God has given a full revelation of his will 
in the Scripture; these shed a glorious lustre on all the works 
of his hands; and lead to the solid conclusion. He that built all 
things is God; but Redemption is that in which man is most 
deeply interested, and should therefore excite a corresponding 
concern in all who have the charge of Infant Schools. 

The sensible Teacher, however, will not confine his pupils to 
one subject, but bring every thing within the compass of his 
knowledge and experience to bear on the improvement of their 
understandings and hearts. His one object will be to make 
them happy; to lead them by the hand of love, and not to drive 
them by the galling rod of severity. The chilling blast of se- 
verity closes the tender flower: — the genial warmth of love ex- 
pands it. It is in this state that the child profits by instruction; 
this feeling brings the child to the Teacher, while harshness 
drives it away. 

But when the Teacher lives in the affection of the children, 
his happiness will frequently exceed the power of language; 
and then he will put forth all his strength in the delightful, 
though arduous work. 

How comes it to pass, that the process of education is marked 
by mental slavery and bodily inactivity? That schoolmasters 
are continual objects of dread to their scholars? That they are 
held up as implacable tyrants, ruling with an iron hand in the 
midst of their helpless charge, when, in fact, the purest affec 
tion ought to subsist between them and the children. To re- 



8 

store this boon, is the professed object of Infant Schools; and 
the pleasing; indications of usefulness, identified with the expe- 
rience of six years, fully justifies the encomiums passed upon 
them, b}^ establishing the fact, that they are the very places 
where education is freed from the shackles that have so long 
obscured its true character, and as such must prove a great mo- 
ral blessing to the children, and to society at large. 

But some are afraid that the system of tuition pursued in the 
Infant Schools is calculated to overcharge the mind of the pu- 
pils; there would be some ground for fear on this head, if co- 
ercive measures were called in to aid the development of the 
Infant faculties. It should, however, be kept in mind that the 
various subjects that come under consideration are not forced 
upon the children, but so placed within their reach as gently to 
excite interest and inquiry. If this feeling is awakened, we 
regard it as a prelude of success, and who could reject the art- 
less yet powerful claims so ingenuously preferred? I confess I 
cannot, nor do I wish to reject them, the pleasure of communi- 
cating knowledge is so jjreat. Our object in acting thus freely, 
is to prepare them for their various stations in society, where 
they will, it is hoped, have in themselves the germ of that par- 
ticular science, which shall coalesce with their diflferent spheres 
of action. 

A child should be cultivated according to his being. He 
may be rich or poor, we cannot divine; in either case his be- 
ing is the same. Riches or honour cannot make him happy. 
The simple point to which we are brought is ascertained to be 
this ; — It is to the intellectual and moral culture of the child we 
are to apply our exertions ; but if we do not want to elevate 
children, we must not attempt to christianize them. Elevation 
is sure to accompany Christianity.* Let them but study the 
Scriptures, (and God gave them to be studied, not to be merely 
glanced at now and then, but to be pondered over and searched 
into) — let this be done, and in addition to that knowledge which 
makes wise unto salvation, what inexhaustible stores of wisdom 
are to be found therein! Even the sublime subject of astrono- 
my (to speak of no other) is frequently mentioned. See Psa. 
viii., xix; 1 Cor. xv. 40; James i. 17; Isai. Ix. 1 — S, 20; Dan. 
xii, 3. "Whoso readeth let him understand!" If it be said, 
that these subjects are but little understood ; I answer. The 

* Religious knowledge forwards all useful and ornamental improvements in 
society. Experience shows, that in proportion as it diffuses its light, learning 
flourishes, and liberal arts are cultivated and advanced. In the (nominally) 
Christian world, during those centuries in which gross superstition held its reign 
undisturbed, oppression and slavery were in its train. The cloud of darkness 
sat thick and deep over the nations, and the world was threatened with a relapse 
into ancient barbarity. As soon as the true knowledge of the Lord revived, at 
the auspicious era of the Reformation, learning, liberty, and arts began to shine 
forth with it, and to resume their lustre. Dr. Blair. 



9 

Scriptures are not studied as they should he; but, thank God, 
the Ministers of our Estabh'shment, with several others, are 
using every laudable means to lead us to the Fountain of Know- 
ledge. Hence they publish Essays and Tracts, of a very com- 
prehensive character, in the cheapest form ; and I am certain, 
that if these compendiums of Divinity, History, Biography, and 
Philosophy were universally studied, with the attention their 
valuable contents deserve, the people must obtain very general 
information. " 0, but intellectual acquirements will unfit them 
for the duties of life.'' But who was ever unfitted for his sta- 
tion in society by the acquisition of useful knowledge? What 
a blessing it would be to society, if the criminal and obscene 
language so current in our manufactories, could be superseded 
by the introduction of conversation on useful and interesting 
subjects. How often does it happen, that even the sons of the 
rich are placed in factories with untutored men; and what is the 
consequence? Wh}", they are doomed for seven years to have 
daily intercourse with persons whose conversation and habits 
have a direct tendency to subvert all the good purposes of their 
parents in the bestowment of an expensive education upon them. 
If, on the other hand, the men in whose way they are thus 
placed had been properly instructed, the good work begun by 
the parent might have been carried on with lasting effect. 
Nearly the same remarks will apply to nurse-maids. It is well 
known that many ladies do not attend to the early culture of 
their own children. These then, though encompassed by wealth 
and worldly grandeur, are entrusted to the management of in- 
experienced girls,* and in seven years their memories are filled 
with more rubbish than can be eradicated in seven times seven 
years. I would therefore humbly and yet earnestly say to the 
rich. Do, for your own children's sakes, all you can to improve 
the moral and intellectual condition of the poor. 

Many persons are more concerned to give their children what 
is called a respectable education, than to conduct them to the at- 
tainment of substantial knowledge and moral excellence. These 
individuals attach more consequence to trifling circumstances, 
•than they do to the being of the child.! 

Parents should mutually encourage and assist each other in 

* " More depends on first impressions than people are aware of; and parents 
should, if possible, be more careful in the selection of their nurse-maids than of 
their governesses. The former often lay the foundation of evils that the latter 
can never erase ; and how often do we see a child emerge from the nursery, de- 
void of that freshness and simplicity which constitute the greatest charm of in- 
fancy." — Countess of Blessington. 

t " Do not parents often set a higher value on those acquisitions which are 
calculated to attract observation, and catch the eye of the multitude, than on 
those which are valuable, permanent, and internal.? Are they not sometimes 
more solicitous about the opinion of others, respecting Iheir children, than abouf, 
the real advantage and happiness of the children themselves'" — Hannah Mokf- 

B 



the culture of their offspring; for where they act against each 
other, either covertly or openly, the good designs and exertions 
of the one are frustrated or neutralized by the other, and the 
children reap the sad consequences of this unhappy strife, in 
every part of their mortal existence. 

I have had such a sio;ht of the misery of mankind, that I 
would do every thing in my power to elevate them: but to 
elevate all their faculties, ever keeping this main principle in 
view, that every lesson should subserve their moral interest. 
This point being gained, the supposition is overturned, which 
anticipates, as a fruit of the Infant System of Education, that 
the rising generation will, in consequence of the comprehen- 
sive view of men and things, which this peculiar mode of cul- 
tivation induces, feel dissatisfied with their station in society. 
But when the whole nature of man is raised; the understanding 
irradiated with divine truth; the will submitting to the power- 
ful claims of the Saviour; the affections concentrating in and 
cleaving to the Ever Blessed Jehovah ; he will form a proper 
estimate of human affairs: and, while the uninformed, the in- 
experienced, and the presumptuous, strain every nerve to gain 
some post of worldly honour, he will have such a view of the 
responsibility, identified with stations of wealth or power, as 
shall induce the utmost caution and circumspection. A consi- 
derable portion of human misery may be traced to the false 
ideas, which children receive from their instructors; they are 
told, that those things are actually great and honourable, which 
are only relatively so. The consequence is, they neglect reali- 
ties, grasp at shadows, and are constantly wounded by disap- 
pointment and vexation. 

But, we were created for something higher and more glorious 
than worldly ambition : our Infants furnish indubitable evidence 
of this in the correct and comprehensive ideas they give out of 
the great scheme of human redemption; the reverential manner 
in which they habituall}' speak of the Divine Being; the eager- 
ness with which they ask the way to Zion, and the comfortable 
manner in which many of them have left the world. These 
circumstances encourage us to proceed in our work, and press 
home with reiterated force the command of the Saviour, " Suf- 
fer little children to come unto me, and forbid them not, for of 
such is the kingdom of heaven. '* 



11 



COURSE OF INSTRUCTION 

Pursued at Spiialfields Infants' Schoolj 
BY J. R. BROWN. 



Monday Morning. — Scripture History; Lesson on Moral Du- 
ties; Elliptical Method of Teaching. 

Jfternoon. — Miracles of Christ; Contrast, or Words of opposite 
meaning; as Hot, Cold, &c. 

Tuesday Morning. — Natural History; Gamut; Analytical Les- 
sons. 

Jlfternoon. — The Grace of God; the Use of different things; as, 
wood, iron, &c.; Numeral Frame. 

Wednesday Morning. — Familiar Conversation on Geography; 
Spelling from the Rostrum; Pence Table. 

Afternoon. — Dialogue on Cleanliness of Person, Coming in 
Time, &c. 

Thursday Morning. — Numeral Frame; Lessons on Vegetation ; 
then all to the Picture Stands in Colnpanies; show the Pictures to 
the Children in the Gallery. 

Afternoon. — Familiar conversation on the Sun, Moon, and Stars; 
Difference between Real and Artificial objects; Practice Table. 

Friday Morning. — Divide the Children, some to one end of the 
Room, the others to the Gallery, to rehearse the Multiplication and 
other Tables, by Question and Answer; Systematical Account of 
the Creation from Gen. i.* 

Afternoon. — Division; Punctuation with Chalk on the large 
Slate ; Life of the Saviour. 

Saturday Morning. — Music ; Cubes ; Practical Lesson on Gram- 
mar; Arithmetical Lessons on the Slate; Recapitulation. 

* CREATION. 
(According to Bishop Usher's Chronology.) 

FIRST DAY. 

Creation of the heavens and earth; of light, with the distinction of day and 
night. (Gen. i. 1 — 5.) 

SECOND DAY. 

Creation of the firmament, and separation of the superior and inferior waters. 

(i. 6-8.) 

THIRD DAY. 

The earth is drained; the seas, lakes, &c. formed ; trees, plants, and vegetables 
produced, (i. 9 — 13.) 

FOURTH DAY. 

The sun, moon, planets, and stars produced, (i. 14 — 19.) 

FIFTH DAY. 

All kinds of fowl and fishes created, (i. 20—23.) 

SIXTH DAY. 

Beasts, wild and tame; reptiles, insects, and man. (i. 24 — 28.) 

SEVENTH DAY. 

A day of rest; hallowed and set apart as such for ever 



12 

The General Business of the School commences at Nine in the 
Morning; opens with singing a Hymn, Prayer, &c. To the Read- 
ing Lessons; Play; distribute Pictures and Cubes, for mutual in- 
struction; form them into Ranks; Marching. 

School closes at Twelve, and re-opens at Two in the Afternoon, 
continuing till Four in Winter, and Five in Summer. 



General Sketch of some of the Subjects mentioned in the preceding 
Course of Instruction. 

Creation: — Our systematical account of the creation brings 
into a small compass the particulars of that subject; and the chil- 
dren frequently make very sensible reinarks on the same.* We 
allow them, on making a sign with their hand, to get up, one by 
one, and state their sentiments. This method prevents a great 
deal of unnecessary noise, and it is quite a pleasure to witness the 
eagerness with which the other children will listen, while the little 
speaker is stating his thoughts. The following is a dialogue I had 
with my little scholars on this interesting subject. 

Q. Why did not Almighty ^od make man before he made the 
earth ? 

A. Because there would have been no place for him to walk on. 

Q. Why did he not make man before he made the vegetables? 

A. Because there would have been nothing for him to eat. 

Q. But why did he make the air before he made man? 

A. O, sir, he could not breathe nor live without air. 

Q. Could not the Moon give us light of itself? 

A. No, sir, it borrows its light from the Sun. 

Q. What was the earth with all its furniture made for? 

A. The comfort and happiness of man. 

Q. Why is there so much water on the surface of the earth? 

A. To cool the atmosphere, or air, that surrounds the globe. 

Q. AVhy did Jehovah make the water before man and beast? 

A. That they might have something to drink. 

While conversing with the children on, "O Lord, how maftifold 
are thy works," a little Boy said, "There are many stars, trees, 
fishes, and men ; and see, I have many fingers." 

On one occasion, while I was telling them that the sun gave 
light to every part of the world successively, a child said, " O, if 
the part on which we live was always turned to the sun, it would 
be always light, and then we should not want any candles." When 
another child said, "It would be greedy to wish for all the light, 
because^then the people on the other side of the world would be 
always in the dark." 



* " To one whose mind is early formed to ' look through Nature up to Nature's 
God,' every thing is interesting. His eye is not opened on objects which he 
does not see, nor his ear struck with sounds that he does not hear ; every thing 
is impressed with the hand of his Maker, and affords him, in its investigation, 
the most exquisite entertainment and satisfaction."— Preface to Enfield's jyatu^ 
rat Theology. 



13 

Vegetation: — We here enter into conversation with them on 
the wondrous manner in which the hills are covered with grass, 
the fields with corn ; the way in which the seed of different plants 
is scattered abroad by the wind, sinks into the ground, and springs 
up, and thus how many parts of the earth are matle to bring forth 
abundantly, without the labour or care of man. Those who have 
the charge of Infant Schools in country villages, have frequent op- 
portunities of entering largely into this very instructive subject, 
because the volume of nature, with its ample page, is so fully opened 
before them. There are, however, some excellent works illustra- 
tive of the phenomena of nature, which ought to be in every In- 
fants' School Library: such as Paley's Natural Theology; Knfield 
on the same subject; Sturm's Reflections on the Works of God 
for every Day in the Year.* 

Natural History forms a copious Lesson. — This is taught 
chiefly by the aid of Pictures, on the Analytical System ; by which 
means the Picture is dissected ;t and the children obtain such a 
comprehensive view of the subject, that they can tell v/ith tolera- 
ble accuracy the name, — habits, — and peculiarities of the various 
Animals. Any little anecdote concerning the Animal race is soon 
treasured up in their memories, and brought forth with ease, when 
the Teacher is giving lessons on a similar subject. As many parts 
of the Sacred Volume are illustrji,led by references to the habits of 
the different species of animals, we gladly avail ourselves of the 
help afforded to us in the works of those who have written on this 
part of Natural History, in order that the weighty truths of Scrip- 
ture may sink into the children's memories in a pleasing yet edify- 
ing manner. 

Geography. — This subject is highly interesting. ''But," some 
may ask, "are the children capable of it;" several of them under- 
stand the general outline of it; of this we have sufficient proof to 
remove every scruple. Let the Teacher make the lesson as fami- 
liar as possible, and the little ones will enter into the subject, so as 
to repay the care bestowed on it; he should of course be furnished 
with a model globe; the children on seeing it will manifest a de- 
sire to handle it, and to make inquiries about its use; some will 
make remarks on its shape,--size,--the different colours on the 
surface, — and ask why it is so coloured. — When the attention of 
our children is thus excited,—we speak freely on the shape of the 
earth, — its diameter,— circumference, — division, — climates, — pro- 
ductions, — inhabitants, — motion,:j; &c. 

T»7*i^2^i^®"^^^^ information, it would be well to have Guthrie's Geography, 
Wakefield's Mental Improvement; Joyce's Scientific Dialogues; Mavor's Natu- 
ral History. For scriptural knowledge, I would recommend, next to the Scrip- 
tures themselves, Bickerstith's Scripture Help; or Dr. Watts's History of the 
Bible ; and Burder's Oriental Customs. 

t Sometimes we ask, what difference do you perceive between the Cow and 
the Horse ? 

The children will reply the Cow has horns, the Horse has not. 

Or, can a pig climb a tree ? Why not ? 

Can the cat climb r Why ? 

; Some of our children will remark— that globe was made to give us an 



u 

Grammar: — This subject as taught on the Old System, is a com^ 
plete scheme of mental torture; to this is added that bodily inac- 
tivity which has proved so fatal to many a delicate constitution. 

But this study may be rendered pleasant to the mind, and con- 
ducive to the health of the body. 

To give a suitable idea of the degrees of comparison, three chil- 
dren are selected of different heights, a fourth puts his hand on the 
head of the smallest, and the children call out tall; he then re- 
moves it to the next, and they say, taller; he then removes 
it to the third child, and they say tallest; and vice versa; — to 
distinguish number, if a child holds up its finger, the others 
will call out singular; then holding up two or three fingers, they 
will say plural; or we let a child stand alone for singular; and 
two together for plural. Several of the children march, and the 
others call out Active; we desire them to stand still, and they will 
say Passive. We select three or four children, and require them 
to distinguish the Masculine Gender, and they point to the boys; 
Feminine Gender, and they point to the girls. When we come to 
the Neuter Gender, they will mention several things in the room, 
as pictures, slates, lessons, desk, rostrum, stool, &c. &c. Tenses, 
thus. Past, T. P. gave out the hymn before we prayed ; Present, 
We are sitting in the Gallery; Future, We shall have the new 
lessons to-morrow. We mention the parts of speech, and leave 
the children to furnish illustrations of them. When we call out 
Indefinite Article, they answer a; adjective, good; noun, man; 
verb, give. We say height, and they point upwards; depth, and 
they point downwards; breadth, and they spread out their arms; 
length, and they reach forward; hearing, and they put their fingers 
to their ears; seeing, and they put them to their eyes; smelling, 
and they touch the nose; tasting, and they touch the mouth; feel- 
ing, and they rub their hands together. This method promotes 
healthful exercise, while it gives life to the language, and ideas to 
the children. 

Punctuation: — In this lesson we have recourse to the large les- 
sons, pointing out the use of the comma, semicolon, &c.* Some- 
times we write a few sentences on the large slate ; and here I 
would observe, that the slate is one of the most useful articles em- 
ployed in the Infant System, and will, when freely employed, su- 
persede the introduction of many more expensive. It is useful in 
teaching reading, punctuation, writing, and music. We sometimes 
copy off a whole tune on this slate, and then point to the notes as 
the children sing them. 

idea of the shape of the earth on which we live, — that was made by a Gentleman 
or Lady, — but the real globe was made by Almighty God. 

A little boy after hearing about the diurnal motion of the earth, said, Please 
sir, we should fall off the earth, if God did not hold us up-—" he upholds all 
things." Another brought his top to me one morning, and said, Please sir, show 
me how the earth turns round ? 

" If the earth did not keep whirling round, the sun would draw the earth to it,, 
and burn it up." — £ child, Jive years of age. 

* Let a class of children read a lesson, each child taking a word in his turn, 
and the whole company be encouraged to call out, when they come to the variouB 
ooints. 



15 

Arithmetic: — The children will receive much help on this sub- 
ject, if the teacher makes a mark on the slate for every one they 
count, while running up the Addition Table, &c. — He may also 
make the various figures, and cause them to show by their fingers, 
what number the figure represents. 

It would be well to have two large slates in every Infants' 
School ; one in the great room contiguous to the gallery, and one 
in the class room where the wall might be made to project so as to 
allow of having a range of slates laid in a sloping direction, at a 
suitable height, for the larger children to receive lessons from the 
Master on the large slate; or a wainscot might be fixed, so as to 
encroach very little on the size of the room, the inner part of which 
might serve as a cupboard for the children's dinners or clothes; 
this would give a neat appearance to the room, while it subserved 
the convenience of Teacher and children. 

The Elliptical method* is that of leaving out words for them to 
supply. This is one of the most interesting and instructive me- 
thods ever devised for instructing children ; it excites and keeps up 
their attention. We never shackle their minds by furnishing them 
with a set of tedious answers to a long string of questions. Our 
general method is, to repeat some hymn, or relate some little his- 
tory or anecdote; sometimes omitting the nouns, sometimes the 
verbs, sometimes the adjectives, &c. 

Cleanliness : — In order that they may come clean, and in time, 
we frequently converse with them at large, in order to elicit their 
own thoughts on the subject. Some of them will observe, "I wash 
my face directly 1 get up, because I feel so uncomfortable while it 
is dirty." Another will say, "I'll keep my hands clean, to pre- 
vent them from chapping." Another will remark, " If I were to 
cut my finger when it is dirty, it might fester, and be a long time 
before it got well." By getting the children to reason this way 
against the evil, it has nearly vanished, with very little trouble 
to us. 

Play: — For though amusement is so closely blended with our 
system of instruction, we find it frequently necessary to send the 
children out to play. They march round the ground for exercise; 
sometimes they form circles round the trees; and in very mild 
weather they occasionally have the lesson posts out of doors, and 
go round to them in companies, instead of in the school room. We 
generally walk about the play ground, to see that they behave 
kindly to each other, and to prevent any thing like gambling from 
gaining a footing in the school; I mean the practice of playing at 
buttons and marbles; a practice this which, in its ultimate effects, 
has entailed incalculable mischief on society. Children play for a 
marble or a button, then for a farthing, a halfpenny, and upwards. 
They are then like so many vipers let loose on the world. I have 
known boys who, from small beginnings, have at length squandered 
away pounds in this detestable practice. 

I remember the case of a young lad, who t&ld me, that he had 

* See some lessons on this principle in Mr. Wilderspin's work . 



16 

frequently gambled on a Saturday evening, till he lost all his 
wage!^, and then went home and told some palpable lie, to cover 
his Ckime. 

The following conversation took place close to our door: *' I say, 
Jack, how do you think I sarved Tom the other day? Why, I 
played with him till I had won sixteen buttons on him, and then 
he wanted to give me a farden instead of the buttons, and I would- 
ent take the farden for the buttons, so I cotched hold on him, and 
lugged him to my father, and told him as how I had won the six- 
teen buttons on him; and my father hit him a smack of the face, 
and made me keep the farden and buttons too." 

While 1 was teacher in the Sunday School, I occasionally went 
after the absentees; and none but those who have been similarly 
engaged, can form any conception of the misery and crime that is 
vegetating among the almost numberless hordes of children and 
lads who, secluded from the observation of those Vv^ho pass along 
the high road, by the ruins of some old house, walls, or new build- 
ing, are gambling,* fighting, swearing, and in every possible way 
profaning the day of the Lord. I have witnessed scenes, while 
thus employed, which convinced me that we cannot justly expect 
universal reformation, till vice is universally checked and crushed 
in the bud. 

These are facts that speak powerfully to a wise and benevolent 
legislature, and to the understanding and heart of every Christian, 
and ask for an efficient remedy; that remedy is within our reach, 
and if the Infant System receives that practical consideration 
which its importance demands, the moral appearance of things will 
be changed ; our infants will sing from their hearts, Hosannas to 
the Son of David ; and multitudes shall reiterate. Blessed be the 
Lord God, the God of Israel, who only doth wondrous things, 
and blessed be his glorious name for ever; and let the whole earth 
be filled with his glory, amen and amen. 



ANALYTICAL SYSTEM OF INSTRUCTION. 

On the Bees. 

Agents, — Bees. Action, — Gather. Time when, — In every sunny 
summer's day. What ? — TUe sweet juices of many flowers. Place, 
where? — In Garden, Mead, or Grove. How? — With persevering 
activity. By v»'hat? — The instinct, or natural desire, which God 
has given. Why ? — To lay up a store of waa- and honey, that they 
may have food whilst they can work, and food in the winter, when 
they will not he able to work. 

^ To support this deadly evil they steal the lead from windows, tear the but- 
!.ons off their own and the clothes of other children ; and this feeling when ma- 
tured, frequently exhibits a life of crime cut short by an ignominious death. — 
Mr. Wilderspin has taken a comprehensive view of this subject in his very use- 
ful work. 



17 



SONG. Tune, Africa,-' Walker. 

In every clear, sunshiny day, 

The Bees do gather honey, 
And store up food without delay, 

While it continues sunny ; 
Then when the Bees have filled their comb.s, 

The Hivers come and take it. 
But neither Persian, Greek, nor Turk, 

With all their skill could make it. 
Come, Children, listen to my song, 

Mark well the Bee's industry, 
And always keep from doing wrong, 

Be faithful, kind, and trusty. 



A.M.B. 



On the Preaching of the Apostle Paul. 

Affent,— T/ie Jipostle Paul. Action, -^Preached. Time, whenf 
^marly Eighteen Hundred Fears ago. What subject?— -T/ie 
most excellent Gospel of our Lord and Saviour Jesus Christ. Phil, 
iii; 1 Tim. i. 11. Place, where?— Jw Judea, and round about to 
Rome, and as some think to our heathen forefathers in this island, 
Actsxxviii.16,31; Rom.x.18; xv. 18— 24; 2 Cor. xiv. 16. How? 
-^With fervent love to God, faithful obedience to the teaching of 
the Holy Spirit. 2 Cor. v. 14 ; Gal. i. 6—12. By what authority ? 
^The command of Jesus, Acts ix. 15, 17,20,29; xm.2; xxvi. 16-- 
19. "Why i—To make known salvation, Rom. i. 5, to a lost world, 
Rom. i. ii. iii. ; to persuade men to accept it, 3 Cor. v. 1 1—20 ; vi. 1 ; 
rhat they might be happy for ever. Tit. ii. 13 ; 1 Thess. iv. 11—16. 

Tune, Sutton Colefield.— Walker, (s. m.) 

Behold, the morning sun 

Begins its glorious way ! 
His beams through all the nations run, 

And life and light convey. 

But where the Gospel comes, 

It spreads diviner light ; 
It calls dead sinners from their tombs, 

And gives the blind their sight. 

My gracious God, how plain 

Are thy directions given! 
Oh ! may I never hear in vain, 

But find the way to heaven! 

On going to Market. . . „ i x rr- 

Particular?— %. A^ent^— Mother. Achoxi^Sought. Time 
or Tense ?—Fesferrfa^. yNlmt^—^ quantity. Quality ?---Fi/Me rosy 
cheek. Things or objects?— ^;?;7Ze*. Where^—Spitalfields Mar- 
ket, London. General place ?— Lowdow. Particular place ?—Spit- 
alfields Market, Of Whom?— JWrs. Jones. Man or woman?— 
Male or female?— He or she?— Him or her?— Husband or wife?— 
Father or Mother?— Brother or sister?— Masculine or feminine 
gender?— How were these apples bought?— For sixpence a score. 
How many more apples than pence?— Than halfpence?— Hmv 
many more farthings than apples?— Why were they bought?— i« 



18 

make a pudding. Of what ? — How ? — Why make i t ? — To feed her 
children. Why feed them? — Tliai they may be healthy and happy. 
Physical resLSon^— Healthy, Moral lesiSon'^—Hnppy. 

What has to do with the understanding? — Knowledge. What 
with the affections? — Love. What with the will? — Choice, deter- 
mination, consent. 

What does willing obedience spring from? — Love. What does 
forced obedience spring from ? — Fear. Voluntary motion ? — Walk- 
ing. Involuntary motion ? — Breathing. 

Definite article? — The. Substantive? — Sun. Verb? — Gives. 
Substantive? — Light. Conjunction?-— -•^??(/. Substantive? — Heat. 
Person? — Third. Tense? — Present. Gender? — Masculine. 

Where does the sun rise? — Where is it at twelve o'clock in the 
day? — Where at six o'clock in the evening? — What does a bird 
fly with? — What does it beat its wings against? — With what does 
it cut its way through the air? — With what does it direct its mo- 
tion in flying? — What name should we give to a person who sleeps 
too long? — To one who drinks too much? — To one who eats too 
much? 

Repeat the first verse of the first Psalm. How many degrees of 
wickedness are mentioned therein? — 1, Walking in the counsel of 
the ungodly. 2, Standing in the ivay of sinners. 3, Sitting in the 
seat of the scornful. Who is blessed or happy? — Who is cursed, 
or unhappy? 

Two boys were walking along a road, and one of them looked 
over a hedge and saw a tree loaded with fruit, and while he looked 
he was led to desire some; he got over the hedge, climbed up the 
tree, and plucked off some apples: but while he was taking them 
the owner of the garden saw him, sent for an officer, and had the 
thief put into prison. What led the boy to thieve? — Covetousness. 
What the feeling? — Covetousness. W^hat the action? — Theft. 
What ought the boy to have guarded against? — Covetousness. 

A girl, seeing another pass along with a new frock on, felt un- 
easy, and splashed some mud over the pretty frock. What led to 
this act of unkindness? — Envy. What the feeling? — Envy. What 
the action? — Unkind and unjust. What should the unkind girl 
seek to be saved from? — Envy. 

We are told in Scripture of two brothers, the one named Cain, 
the other, Abel. Abel worshipped God as he ought, and became 
very happy; Cain would not worship God as he should have done, 
and therefore felt very unhappy, and at last killed Abel. What 
led Cain to kill his brother? — Enmity. What the feeling? — 
Enmity. What the action? — Murder. What should Cain have 
prayed to God to save him from? — Enmity. Tell me of a com- 
plete remedy for this dreadful evil ? — « The love of God shed abroad 
in the heart.^^ Rom. v. 5; Titusiii. 3 — 5; 1 John iii. 11, 12; iv.21. 

A little boy passing along the street, saw a poor woman sitting 
on the step of a door with two hungry children in her lap, and the 
sight so affected his feelings, that he gave her all the money he had 
in his pocket. What the feeling? — Pity; benevolence. What the 
ac tion ? — Charity ; beneficence. 



19 

There are 78 balls on the small numeral frame. What have I 
made? — How am I to prove it? — Please, Sir, count the balls. 
Having complied with their request, I ask, What have I done? 
They will answer, Made an assertion, and proved it. 

What do you know me by? — By your looks, voice, and speech $ 
or by looking at and listening to you. 

What is a question? — How many days are there in a week? — 
An assertion ? — The gy^ass is green. A command ? — Stand up. A 
desire? — I ivish you were all happy. Tell me of a dry wind? — > 
West. A wet wind? East. A hot wind? — South. A cold wind? 
— JVorth. How do you feel when you want food? — When you 
want drink? — When you want rest? — When you want to go to 
bed? — Mention an animal that neighs; that brays; that roars; 
that howls; that grunts; that squeaks; that barks; that mews; 
that sings; that coos; that crows; that flies; that creeps; that 
hops; that jumps; that claws; that stings; that has a trunk; that 
has a long neck. An insect? — Ji small creeping flying animal. A 
reptile? — J fish that they strike with a harpoon; that turns on its 
back to bite. How many animal motions? — Walking: swimming; 
creeping; flying; running ; jumping ; hopping. Tell me of some- 
thing that's sweet; that's bitter; that's rough; that's smooth; 
that's clear; that's high; that's low; that's dull; that's bright; 
that's light; that's heavy; that's wet; that's hard; that's soft; 
that's hot; that's cold; that pricks; that cuts; that bores; that 
grinds; that's gritty; that's transparent; that's opaque; that's 
green; that's black; that's blue; that's white; that's yellow; 
that's red. Point to the zenith; to the nadir; to the meridian; 
to the south; to the north; to the east; to the west; to a circle; a 
right angle; an acute angle; an obtuse angle; a rectangle; a cor- 
ner; an oval; make a curved line with your fingers, a sloping line. 
Tell meof a visible fluid? — Water, An invisible fluid .^ — Mr. An 
invisible being? — Got/.* What have you that is invisible? — Our 
soul. 

What has to do with sight ? — Colour, number, shape, size, compa- 
rison, difference, measure. What with feeling? — Heat, cold, wet, 
dry, rough, smooth, hard, soft, weight, ease, pain, hunger, thirst. 
What with taste? — Sweet, sour. What with smell? — Pleasant or 
unpleasant. What with hearing? — Sound, loud, soft, harmony, dis- 
cord. Let two children pass each other, to give the idea. Select 
a boy and say, "First Person," he will point to himself; " Second 
Person," and he will point to you; "Third Person," and he will 
point to one of the children. One of the masculine gender come 
to me. Fetch me something belonging to the mineral kingdom, 
that's black; that'* white. Fetch me something from the vegeta- 
ble kingdom that's green; that has a pleasant smell. One of the 
feminine gender come to me. Bring me one of the masculine gen- 
der with light hair; with a green frock. Rising; (here the children 



* u 



Mr. B n, we can see you, because you are visible; you are only in one 

place, but God is every where. AVe must not do v hat we choose, but what he 
tells us. He speaks to us, but we cannot see him ; when we read the Bible. h«> 
reads with us." — .S child six years of age. 



20 

gradually raise their hands;) Falling; (here they gradually lower 
them.) Every thing of (his kind that the Teacher can invent, is 
sure to succeed. The children are amused, exercised, and instruct- 
ed at the same time ; they become a book to themselves, and their 
Teacher; who feels, in every stage of his duty, the blessedness of 
being freed from the shackles of a mere repetition system; a sys- 
tem this which prevents him from meeting the wants of the chil- 
dren, because the native energy of his understanding is repressed, 
and himself, with the objects of his charge, return to the point from 
whence they set out: constant repetition, without gaining a single 
idea. In order to avoid this dilemma, we have adopted the method 
of calling into action as much as possible the physical energies and 
intellectual faculties of the children. They move their fingers, and 
say, "Finger joints;" their elbows, and repeat, "Elbow joints;" 
and, throwing back their arms, so as to expand the chest, and 
whirling them round, so as to give the shoulders full play, they say, 
"Shoulder joints." Sometimes they fetch a garden pot, with a 
plant, and we converse with them thus: Point to an artificial ob- 
ject. — The pot. A natural object.* — T%e plant, which lives, grows, 
but has no sense ; has vegetable, but not animal life. Tell the dif- 
ference between a plant and a beast. — J[ plant lives, grows, but has 
no sensation; cannot see, feel, hear, taste, smelU Ji beast lives, 
grows, has sensation, can move, but has no understanding. Who is 
greater than the beast? — Man. He lives, grows, has the five senses, 
but above all, an immortal soul. 

Tune, Mariners. — Rippon, (Ts.) 

'Tis religion that must give, 
Sweetest pleasures while we live ; 
'Tis religion must supply, 
Solid comfort when we die. 



* The following conversation on this subject, occurred about four month? 
since ; having selected a garden pot and plant, 1 said to one of the children : 

Point to an artificial object. 

Child — The garden pot. 

T. — Who made the garden pot.? 

C. — Man or boy : — a human agent. 

T.— Who made the plant ? 

C. — Almighty God, — a divine agent. " We might as well say," continued 
this interesting child, " that Almighty God made the whole, as man could not 
have made the pot without clay ; he could not have planned it, had not God 
given him wisdom ; nor formed it, had he not given him power or strength." 

t Sometimes the children, in order to illustrate lessons of this kind, will take 
up a piece of chalk, or coal, and remark, — " The chalk cannot smell or hear ; the 
coal will not move, if I call out ever so loud or long; but if Master tells me, I 
move directly." A little girl said lately, " Mother, do you love the Saviour.? t 
love the live Saviour, not the Saviour on the picture ; that is only a representa- 
tion." Another said very recently, " Eternity is like a circle ; it has neither be 
ginning nor end." 

" E'en the infant learns 

To form new notions, and to utter them ; 
And what he learns he faithfully retains 
When he is old : — Instruct then your 
Children well. " 



21 

After death its joys will be 
Lasting as eternity : 
Be the living God my friend, 
Then my bliss shall never end. 

Life of the Saviour.*— -Where was Christ born ?— What coun- 
try?— What quarter oi the world ?■— Where did he talk with the 
Doctors?-— Where was he baptized?— By whom?— What happened 
then ?— Where was he tempted ?— By whom ?t— How long ?— What 
particular place did he preach on ?— What did he preach about?— 
Who (iid he converse with?— if^s dlsciptes, JYlcodemufi, the woman 
of Sa7iiaria. Who did he send to preach?— Tit'e/i;^, and after- 
wards seventy disciples.— Who (\\i\ he bless?— Where was he tians- 
%ured ? — Who got up into a tree to look at him ? — What city did 
he ride into?— On what? — Who wanted to kill him? — Who be- 
trayed him?— Who denied him? — Where did he sweat blood?— 
Where was he crucified? — What happened then? — Who watched 
his tomb?— When did he rise from the dead ? — Who did he appear 
to? — Tlie tivo disciples going to Emmaus ; to the Jipostles ; to 
Thomas, What did he command his disciples to do ?— Where and 
when did he ascend up into heaven ? 

Speak of the miracles of Jesus. Turning water into wine, John 
ii. 3—10; cleansing the leper,:|: Matt. viii. 1—4; paralytic healed. 
Matt. ix. 1—9; curing of the impotent man, John v.; healing of 
the centurion's servant, — raising of the widow's son, Luke vii. 1 — 
10, 11—17; stilling the tempest, Matt. viii. 18— 27; raising the 
ruler's daughter, Luke viii. 40; feeding the five thousand, Matt, 
xiv. 13—21; walking on the sea, Matt. xiv. 25—26; feeding 
the four thousand, Mark viii. 1—9; man cured of the dropsy, Luke 
xiv. 1—4; cleansing ten lepers, Luke xvii. 11— 19; restoring sight 
to the man born blind, John ix ; raising of Lazarus,§ John xi ; curing 
blind men, Matt. xx. 30 — 34. 

Tell me of a command. — "Remember the Sahhath-day to keep it 
holy s^'' " Love one another ;^^ " Children, obey your parents in all 

* While we were dwelling on this subject, a child observed, " Sir, we ought iv 
pray to Jesus to give us a mind to remember the things you say to us about him 
because he came into the world to save us." 

t When referring to this circumstance one day, a little boy remarked, " Please 

Mr. B n, I read in a little book that 'the devil goes about as a roaring lion. 

seeking whom he may devour.' When we kneel down by the bed to pray, he 
comes and tries to get us from Jesus Christ." 

t CONVERSATION ON THIS SUBJECT. 

The Teacher having explained to his children the dreadful nature of the dis 
ease called leprosy, and told them that it was so infectious, that persons afflicted 
with it, were obliged to be separated from society, asked one of them, " in what 
respect this disease represented the spiritual state of man ?" The child replied 
as follows: — " The heart is deceitful above all things, and desperately wicked; 
and as the leprosy caused the man to be put out of the city, so sin, unless taken 
away from the heart, will shut us out of the kingdom of heaven." 

Another replied: — " We should pray to God to take away the heart of stone, 
and give us a heart of flesh; for if we keep naughty, when we go with other 
children, we shall make them naughty too, the same as if persons lived with a 
leper, they would catch the leprosy from him." 

§ F — , Lazarus would not have come out of the grave if you or M— • had said, 
Lazarus come forth, because you are not Almighty God, 



22 

tilings.'' Who siiib openly on the Sabbath f — The man who works. 
Who sins secretly? — The man who gives his mind to worldly 
thoughts. Mention a declaration. — "I am come that they might 
have life.^^ A complaint. — " And ye ivill not come to me that ye 
may have life.'^ A question. — " Wilt thou be made whole?^^ 
" Sirs, what must I do to be saved .^" An answer — " Believe on the 
Lord Jesus Christ, and thou shalt be saved.''^ A promise. — "The 
Lord will give grace and glory. ^^ A duty. — *'Repent.^^ A reason 
for this. — " The kingdom of heaven is at hand.^^ A prophecy and 
a comparison. — " The knowledge of the Lord shall cover the earth, 
as the waters cover the sea.^^ A note of admiration! — "Behold 
what manner of love the Father hath bestowed upon us, that we 
should be called the Sons of GodJ*^ A note of interrogation? — 
'* How shall we escape, if we neglect so great salvation .^" Of 
being reconciled to God, 2 Cor. v. 19 — 21. Mention some texts 
that speak of the grace (or favour) of God. — John i. 16, 17; Acts 
xi. 23; Rom. iii. 24; v. 20, 21; Ephes. i. 7; ii. 7, 8; 1 Tim. i. 14; 

1 Thess. v.; Titus ii. 11; iii. 8; Heb. iv. 16; 1 Pet. v. 10. Of 
prayer. — Matt. vi. 10; vii.; Eph. vi. 18.* 

Practice in the following way: — As one is to two, two are to 
four. Put out one ball on the top wire of the Numeral Frame, and 
then place two underneath it on the next, calling out, — "As one is 
to two," and the children will soon understand the rule. Take 
out another ball on the top wire, place two balls under as before, 
and say, — "As two are to four,-' and you will convince them, in 
the most effectual way, of the proportion one number bears to ano- 
ther. Apply the rule thus: — If the price of two apples is a half- 
penny, how many ought 1 to have for a penny? Then as 1 is to 3, 

2 are to 6; 3 are to 9; 4 are to 12; 5 are to 15; 6 are to 18; 7 
are to 21 ; 8 are to 24 ; 9 are to 27; 10 are to 30. 

Moving the ball on the top wire of the single frame, to the other 
side, we say, — 1 is the 12th of 12; and going down the frame we 
repeat, 1 is the 11th of 11; I is the 10th of 10; 1 is the 9th of 9; 
1 is the 8th of 8; 1 is the 7th of 7; 1 is the 6th of 6; 1 is the 5th 
of 5; 1 is the 4th of 4; 1 is the 3d of 3 ; 1 is the half of 2; 1 is 
the whole of one. You may amplify this method of instruction, as 
opportunity serves. 

We sometimes amuse the children by taking out eight balls, for 
the furlongs of a mile, and place one ball opposite for a mile-post; 
and they are so pleased with this lesson, that they often request to 
go a journey (as they term it) on the frame. 

" Improvement and delight go hand in hand." 

Reading is one of the most difficult things we have to teach, and 
that for this reason : Letters are mere signs; they do not present 
any object before the child to excite its attention, and hence, when 
using the Picture Lessons, with reading under them, we have found 
it almost impossible to draw the attention of the children from the 
picture to the reading, they are so much more interested with ob- 

* A child six years old said, " When we kneel down in the school room to 
nrav, it seems as if my heart talked— It is of no use without our heart prays." 



23 

jects than signs. In order, however, to lead them forward in this 
exercise, we have large Lessons, each containing only a part of the 
alphabet: the children being seated in the gallery, we ask them to 
spell a word for which there are not enough letters on the Lesson, 
and they will search the Lesson over and over again, to find the 
letter that is wanted to complete the word. The other methods of 
teaching them to read, are very similar to those which are adopted 
at the British and Foreign School. 

In using the pictures, we find it useful to allow a child to stand 
up and point to and name one object, and then for another child to 
point out and name some other; by so doing, they will soon ana- 
lyze a set of pictures with profit. They receive more instruction 
by this method, than they do by having the objects pointed out 
and named for them. 



THE CONTRAST.^ 



Hot 


Cold 


Warm 


Cool 


Good 


Bad 


Dry 

Up 

In 


Wet 

Down 
Out 


Strong 
Long 


Weak 
Short 


High 
Life 


Low 
Death 


Broad 


Narrow 


Just 


Unjust 


Opaque 
Bird 


Clear 
Fish 


Boy 

Man 


Girl 
Woman 


Male 


Female 


Crooked 

Tight 

Great 


Straight 

Loose 

Small 


Many 
Above 


Few 
Below 


Sleeping 

Night 

Summer 


Waking 

Day 

Winter 


Spring 
Dark 
Rough 
Sweet 


Autumn 
Light 
Smooth 
Sour 


Blunt 
Dear 


Sharp 
Cheap 



Dull 


Bright 


Hard 


Soft 


Sick 


Well 


Slow 


Fast 


Thick 


Thin 


Here 


There 


Work 

Height 

Breadth 


Play 

Depth 

Length 

Glad 

Push 


Sorry 
Pull 


Lead 


Drive 


Break 


Cut 


Swim 


Sink 


Give 


Take 


Move 
Sit 


Stop 
Stand 


Pain 


Ease 


Palace 

City 

Road 


Cottage 
Village 
Field 


Right 
Heaven 


W^rong 
Hell 


Stout 


Slender 


Round 


Square 


Acute 


Obtuse 


True 


False 


Head 


Foot 


Fair 


Foul 


Top 
Clean 


Bottom 
Dirty 



* The Teacher mentions one word, and the children give the opposite on^. 



24 



Kind 

Fluid 

Right 

White 

On 

Talk 

Quiet 

Going 

Raise 

Deaf 

Far 

Motion 

Morning 

Laying down 

Running 

Lace 



Cruel 
Solid 
Left 
Black 
Off- 
Sing 
Noisy 
Coming 
Lower 
Dumb 
Near 
Rest 
Evening 
Pising up 
"Walking 
Unlace 



Pleased 

Heavy 

Hill 

Mountain 

Teacher 

Neat 

Tidy 

Drunk 

Industry 

Sea 

Continent 

Strait 

Land 

Harbour 

A dry dock 



Displeased 

Light 

Dale 

Valley 

Learner 

Slovenly 

Untidy 

Sober 

Idleness 

River 

Island 

Bay 

Water 

Open sea 

Wet dock 



Specimen of the Elliptical Flan of Teaching. 

A gardener's youngest* was walking among the fruit^ 

of his father's^ , he saw a little* fly up and sit on one 

of the* ,^'of the trees; the^ lifted a stone, and was going 

to'' ^ it at the poor* which seemed to^ most sweetly 

thus : 
^ " Myio igii of moss and hair, 

The'2 arei3 and shelter'd there ; 

Wheni* soon shall my young^^ fly 

Far from the'^ school'^ ,eye-" 

The** eldest*^ who understood the^° of birds 

came up at that moment, and^* out, throw down the'^^ ^ 

you hard-hearted^^ , and don't^* the innocent^* 

in the middle of his song; are you not^^ with his swelling 

red breast, his beautiful sharp eye, and above all with the''^ 
of his notes, and the familiar^* he assumes even in the^^ 

ofa^° like you? Ask your youngest^* here, if she 

remembers the^^ which her good^^ read to her yester- 

day, of a very^* boy, who was very^^ to a harmless 

green^^ which he caught^^ for hunger, among the^* 

m the^3 of winter. 

The following little verses upon the same principle have been 
found to answer extremely well, by putting one child in the ros- 
trum, and desiring him purposely to leave out those words that 
are marked, the other children will fill them up as he goes on. 

'Son 2trees ^garden <bird ^branches ^boy 'throw %ird ^sing 'Onest ''built '^eggs 
^3laid '"^hatched '^ones '^roaming '"Hboy's '^gardener's '^son 20notes 2icjBilled 22stone 
33rogue or boy 24disturb or hurt 25bird 26pieased or delighted 2Vsweetness or me- 
lody 2Sair 29presence ^Onaughty boy ^isister ^agtory ^Smother, aunt, &c. 34naughty 
or good *5cruel or kind ^^finch or linnet sTperishing or dying asgnow s^depth or 
middle. 



THIS MANUAXi. 



.y? 



CHAPTER I. 

Method of Instruction in a Large Room. 



■t> 



At the opening of the ^l:^^^ l^the morning, the ten command- 
ments are to be repeated, oi^tne following verses of the Psalms to 
be alternately said by the teacher ajjd children. 

T. So teach usf^numberour days, that \ye may apply our hearts 
unto wisdom. Ps. xc. 12. 

C. O satisfy us early with thy mercy; that we may rejoice and 
be glad all our days. Ps. xc. 14. 

T. The wicked shall be turned into hell and all the nations that 
foigetGod.' Ps. ix. 17. 

' -^ C. The righteous shall be glad in the Lord, and shall trust in 
him; and all the upright in heart shall glory. Ps. Ixiv. 10. 

T. The Lord is nigh unto them that are of a broken heart, and 
saveth such as be of a contrite spirit. Ps. xxxiv. 18. 

C. Create in me a clean heart, O God; and renew a right spirit 
within me. Ps. li. 10. 

'' T. Thy righteousness also, O God, is very high, who has done 
great things: God, who is like unto thee. Ps. Ixxi. 19. 

G. I will go in the strength of the Lord God: I will make men- 
tion of thy righteousness, even of thine only. Ps. Ixxi. 16. 

T. O come let us worship and bow down; let us kneel before 
the Lord our maker. Psalm xcv. 6. 

C. For thou. Lord, art good, and ready to forgive; and plenteous 
in mercy unto all thum that call upon thee. Ps. Ixxxvi. 5. 

Followed by a short prayer by the Teacher, and the Lord's Prayer 
to be prayed by the Teacher and divided into short sentences, 
leaving sufficient time for the children to repeat the same in a de- 
vout manner, after which a suitable hymn shall be sung (if omitted 
before the prayer). The following doxology may be sung imme- 
diately after the prayer, before the children are seated. 

" Praise God, from whom all blessings flow; 
Praise Him all creatures here below; 
Praise Him above, ye heavenly hosts; 
Praise Father, Son, and Holy Ghost." 

A method of teaching the alphabet, to as great a number of in- 
fants as can be accommodated in the large room ;— On 13 cards of 
12mo. size, have two complete alphabets, one of the upper case and 
one of the lower case, pasted on each side. Thus, A a on one side, 
and B b on the other. The cards are exhibited on the end of a 
walking stick, elevated far above the teacher's head, and the chil 



26 

dren call out A a, and tlie card is turned over, and they say B b m 
concert. The time required to teach this lesson need not exceed 
five minutes. 

A lesson of two and three letters is exhibited from the rostrum, 
composed either of large letters pasted on cards, or on the pages 
of a blank book; the lessons generally contain from 40 to 100 words 
each; words of one or more syllables are also composed on the 
pages of a blank book of the size of half a sheet of foolscap paper, 
or on a transposition frame, by sliding letters pasted on blocks, 
within a groove made for that purpose — short sentences in reading 
are composed in the same way. 300 tins with letters of the al- 
phabet and short words and parts of words are imprinted on them, 
and put into the hands of the children, suited to the capacity of 
each class, which consists of not more than 12 children each, who 
are drawn out by the monitors, around the lesson post, where they 
spell the same words on a lesson board which are imprinted on the 
tins. 

Also, a system of dissected (or loose) letters of the alphabet are 
found to be very useful; each child is furnished with a block or 
piece of deal (on which a rabbiting plane has cut in a right line 
sufficiently to receive the letters) with a number of letters sufficient 
to spell one or niore words; these are distributed by the principal 
monitor; the letters have been selected to spell the names of some 
familiar objects around them. This exercise has been found to be 
one of the most interesting amusements in the Chester Street In- 
fant School. 

The duties of the Assistant Teacher are chiefly confined in the 
class-room, where 12 children are taught in concert, or individually 
by one of the teachers, so that every child shall be taught one lesson 
in the forenoon and one in the afternoon, in the class room. 

The above course of lessons are suited to a Sabbath school, upon 
the Infant school system, together with a Catechism, &c. such an one 
as is suited to the school, which the children will easily commit to 
memory, by repeating it frequently, after their teacher^ in concert. 
A Catechism on the Parables of the New Testament, by W. F. 
Lloyd is recommended for Sabbath or week day schools, also Jane 
Taylor's Hymns, published by the American Sunday School Union. 

The above named Catechism is thought preferable to the New 
Testament to learn children to commit to memory. 



SUBJECTS OF SCRIPTURE REPRESENTED BY 
PICTURES. 

Hie JVativity of Jesus Christ 

The picture being suspended as the others, and a whole class 
being in the class-room, put the pointer into one of the children's 
hands, and desire the child to find out the Nativity of Jesus Christ. 
The other children will be on the tip toe of expectation to see whe- 
ther the child makes a mistake; for should this be the ease, they 



21 

know that one of them will have the same privilege of trying to 
find it; should the child happen to touch the wrong picture, the 
teacher will have at least a dozen applicants; saying, " Please, sir, 
may I ? please, sir, may I ?" The teacher having selected the child 
to make the next trial, say one of the youngest of the applicants, 
the child walks round the room with the pointer, and puts it on the 
right picture; which will be always known by the other children 
calling out, "that is the right, that is the right." To view the 
child's sparkling eyes, who has found the picture, and to see the 
pleasure beaming forth in his countenance, you might imagine, that 
he conceived he had performed one of the greatest wonders of the 
age. The children will then proceed to read what is printed on 
the picture, which is as follows: "The Nativity of our Lord and 
Saviour Jesus Christ;" which is printed at the top of the picture. 
At the bottom are the following words : " And she brought forth 
her first-born son, and wrapped him in swaddling clothes, and laid 
him in a manger, because there was no room for them in the inn." 
— We then question them in the following manner: — 

Q. What do you mean by the Nativity ot' Jesus Christ? d. The 
time he was born. Q. Where was he born? ./?. In Bethlehem of 
Judea. Q. Where did they lay him ? ^. In a manger. ^. What 
is a manger? *A. A thing that horses feed out of. Q. What was 
the reason they put him there? J. Because there was no room in 
the inn. Q. What is an inn? Jl. A place where persons lodge 
who are travelling, and it is like a public house. Q. What do you 
mean by travelling? ^. W^hen you go from one place to another; 
from Philadelphia into the country, or from the country into Boston. 
Q. Is any thing else to be understood by travelling? d. Yes, we 
are all travelling. Q. What do you mean by being all travelling. 
d. We are all going in a good road, or else in a bad one. . Q. 
What do you mean by a good road? J. That which leads to hea- 
ven. (I. What will lead us to heaven ? Jl. Praying to God, and 
endeavouring to keep his commandments, and trying all we can to 
be good children. ^. Can we make ourselves good? *B, No, we 
can receive nothing, except it be given us from heaven. ^. What 
is travelling in a bad road? J. Being naughty children, and not 
minding what is said to us: and when we say bad words, or steal 
any thing, or take God's name in vain. Q. Where will this road 
lead to? A. To eternal misery. 

Here we usually give a little advice according to circumstances, 
taking care always to avoid long speeches, that will tend to stupify 
the children. If they appear tired, we then stop, but if not, they 
repeat the following hymn, which I shall insert in full, as I believe 
there is nothing in it that any Christian would object to. 

Hark ! the skies with music sound ' 
Heav'nly glory beams around ; 
^ Christ is born! the angels sing, 

Glory to the new-born King. 

Peace is come, good-will appear?. 
Sinners, wipe away your tears 
God in human flesh to-day 
Humbly in the manger lay 



^8 

Shepherds tending flocks by nigui. 
Heard the song, and saw the light ; 
Took their reeds, and softest strains 
Echo'd through the happy plains. 

Mortals, hail the glorious King ! 
Richest incense cheerful bring ; 
Praise and love Emmanuel's name, 
And his boundless grace proclaim. 

The hymn being concluded, we put the following questions to 
the chiUlren. 

Q. Who was the new-born king? •5. Jesus Christ. Q. Who 
are sinners? .4. We, and all men. Q. What are flocks? *B. A 
number of sheep, Q. W^hat are shepherds ? A. Those who take 
care of the sheep. Q. What are plains? A. Where the sheep 
feed. Q. Who are mortals? A. We are mortals. Q. Who is 
the glorious king? A. Jesus Christ. ^. What is meant by Em- 
manuel's name? ,4. Jesus Christ. 

Q. Can you tell me what this picture represents? 

A. Yes; Christ raising Lazarus from the dead. 

Q. A\here can we read a more full account of this miracle? 

A. In the New Testament. 

Q. In what part of the New Testament? 

A. In the 11th chapter of St. John's Gospel. 

Q. Were any persons present when this miracle was wrought? 

A. Yes; a great number of the Jews. 

Q. What particular persons were present? 

A. The two sisters of Lazarus. 

Q. What were their names? 

A. Martha and Mary. 

Q; W^hat did the Lord Jesus say of Martha? 

A. "Martha, Martha, thou art careful about many things; but 
one thing is needful." 

Q. And what did he say of Mary? 

A. " Mary hath chosen that good part which shall not be taken 
away from her." 

Q. How long had Lazarus lain in the grave? 

A. Four days and four nights. 

Q. What did Jesus say previous to Lazarus' being raised? 

A. " Lazarus, come forth." 

Q. And how was that summons obeyed ? 

A. " He that was dead came forth, bound hand and foot, with 
grave clothes." , 

Q. Was there any thing bound about his face? 

A. Yes: a napkin. 

Q. What said Jesus after Lazarus came forth from the sepul- 
chre? 

A. " Loose him and let him go."* 

* Great care must be taken in giving instruction frona the picture lessons of 
Scripture, that the answers are given in the precise words written in that part 
from which the subjects are taken ; otherwise, offence might be given ; and bo 
comment whatever should be passed upon the plain, litersd construction 



29 

After having questioned the children in this manner, I next point 
to the objects, as follows. 

Q. Whom does this represent? 

A. Our Lord Jesus Christ. 

Q. Whom does this represent? 

A. The two sisters of Lazarus. 

Q. Whom does this represent? 

A. Lazarus comins? forth from the tomb. 

In this manner I point to every object in the picture, not except- 
ing the most minute; being always very careful to lay great stress 
upon the words " Remember, children, this is only a representation 
of what occurred ; the persons represented are by no means the 
real objects." I have found it quite necessary to attend to this 
circumstance, because the children have asked whether such a per- 
son was really Jesus Christ; and as the ancients were led into 
idolatrous worship by means of objects which were placed before 
them, it becomes absolutely necessary, that we should, in this re- 
spect, act with great circumspection, otherwise our attempts to 
cultivate their minds may prove abortive. 



^ Chant. 

The Grace of God works repentance; begets Faith; produces 
Love, Joy, Peace, Mercy, Humility, Temperance, Justice, Sobriety, 
and Fear, Self denial, Charity, Virtue, Brotherly Love, Honesty, 
Duty to Parents, Meekness of Heart, Peace-making, Godliness, 
Resignation, Justice in Dealing, Prayer, Supplication, Purity of 
Heart. 

Rejection of the Grace of God leads to Hardness of Heart, Un- 
belief, Pride, Presumption, Stealing, Evil Speaking, Murmuring,, 
Fighting, Disobedience to Parents, Envy, Vanity, Drunkenness, 
Gluttony, Ill-nature, Malice, Folly, Jealousy, Intemperance, Gam 
ing, Swearing, Self-confidence, Lying, Atheism. 



Morning Prayer for an Infants' School. 

God, our heavenly Father, thou art good to us. We would 
serve thee. We have sinned and done wrong many times. Jesus 
Christ died on the cross for us. Forgive our sins for Jesus' sake. 
May the Holy Spirit change our hearts and make us to love God 
Help us to day to be good children, and to do what is right. Keep 
us from wicked thoughts and bad tempers. Make us try to learn 
all that we are taught. Keep us in health all the day. We would 
always think of God. And when we die, may we go to heaven. 

God bless our fathers and mothers, and sisters and brothers, and 
our teachers; and make us to be obedient and kind, for JesuR 
Christ's sake. Amen. 



30 



Evening Frayer for an Infants^ Sclioul. 

God, our heavenly Father, thou art good to us. We would 
serve thee. We have sinned and done wrong many times. Jesus 
Christ died on the cross for us. Forgive our sins for Jesus' sake. 
May the Holy Spirit change our hearts and make us to love God. 
Help us always to be good children and to do what is right. Keep 
us from wicked thoughts and bad tempers. Make us try to remem- 
ber all that we have learned to-day. Keep us from evil through 
the night. We would always think of God. And when we die, 
may we go to heaven. 

God bless our fathers and mothers, and sisters and brothers, and 
our teachers; and make us to be obedient and kind, for Jesus 
Christ's sake. Amen. 

Oh thou meek and holy Saviour, 

Thou hast seen us through and through ; 

Pardon all our bad behaviour, — 

Make us good and holy too. * 



MULTIPLICATION TABLE. 



olcolDcisSc 


mmm 

2 


mmm 

3 


4 


5 


6 


mmm 

7 


8 . 


9 


10 


11 


12 1 


1 2 


4 


6 


8 


10 


12 


14 


16 


18 


20 


22 


24 m 


1 ' 


6 


9 


12 


15 


18 


21 


24 


27 


30 


33 


36 i 


1 ^ 


8 


12 


16 


20 


24 


28 


32 


36 


40 


44 


48 m 


m 
m 


10 


15 


20 


25 


30 


35 


40 


45 


50 


55 


60 m 


m 


12 


18 


24 


30 


36 


42 


48 


54 


60 


66 


''1 




14 


21 


28 


35 


42 


49 


56 


63 


70 


77 


84 gg 


1 8 


16 


24 


32 


40 


48 


56 


64 


72 


80 


88 


96 a§ 

m 


1 9 


18 


27 


36 


45 


54 


63 


72 


81 


90 


99 


108 1 


918 10 


20 


30 


40 


50 


60 


70 


80 


90 


100 


110 


120 1 


§18 11 
§B 


22 


33 


44 


55 


66 


77 


88 


99 


110 


121 


132 §g 


mmm^ 


24 


36 

mmm 


48 


60 

mmm 


72 


84 


96 


108 


120 

mmdt 


132 


144 §!§ 



31 



CHAPTER TI. 



Arithmetic next follows in course, which is taught by tangible 
objects. 

NUMERAL FRAME. 



I Red 

3lg Yelloiv 

^ Blue 

q| Purple 

m lied 

^ Brown 

I Fellow 

m Green 

^ Blue 

I fVhite 

p Grey 

^ Black 



fi A ^d A ^& A A ^^ ^d ^d tt ^d* 



®©®®«®®®®«® ® 1^ 

9«9««9«99»9 Q — r-^ 

9d99d«99999 « ■ M 

0S999dd9O®d S) !^ 

^^^^^^^^^^^ ^ , g|g 

99999999«99 « ^ |§ 

999«99«9999 « ! ^ 

©®®©®®®©^^® ® ^ BB 

The Numeral Frame is intended to assist the teacher in this part 
of his duty. I shall now proceed to describe the form, and some 
of the uses of this instrument. By reference to the above repre- 
sentation, it will be seen that it is constructed of a frame, with 
twelve strong wires drawn from one side to the other, each of 
which passes freely through twelve coloured balls of wood. It is 
desirable that the wires should be so placed, that the balls when 
all brought together to one side, should as near as possible form a 
square. 

Now the primary use of this instrument is to place before the 
eyes of these children a representation of those combinations of 
number, which they have already committed to their memory. I 
shall illustrate my intention by a reference to a part of only one 
line of the formula. The children are supposed to have learned, 
for instance, that 3 and 3 are 6 and 3 are 9. Now if on the nume- 
ral frame all the balls, with the exception of the external 3 on the 
top wire, be placed on one side, when the next 3 beneath are moved 
forward, the following combinations maybe practically illustrated: 
3 and 3 are 6; 3 from 6 leave 3; 2 3's are 6; 2 3's in 6; 3 is the 
half of 6. If it were thought necessary to proceed to other proper- 
ties of number, besides those which have already been derived from 
the table, when the next three have been brought forward after 
having proceeded with these in a similar manner with the foregoing, 
it might be pointed out to the older children that 9 is the square of 
3, and 3 the square root of 9. 

It will be perceived that the Numeral Frame may in the same 
way serve for the illustration of every combination of number 
which the infants have learned. Thus if two balls are moved for- 
ward on every wire, we have the illustration of that line of the ta- 
ble which contains the multiplication of two. In the succession of 



S2 

three balls we have the illustration of the next line. When every 
wire presents four bails, the four fold combinations maj be follow- 
ed; and thus the whole successively, to the last line of the table, 
may be placed before the eyes of the children. 

The Numeral Frame is also an excellent instrument for intro- 
ducing the minds of infants to the earliest efforts in Arithmetic. 
If, for instance, from the balls, placed altogether on one i*ide, ele- 
ven be removed from the top line — ten from the second — nine from 
the third, and thus by successive decrease of one through every 
line to the last; by the balls which remain, the children may be 
taught numeration. The one ball on the highest wire will repre- 
sent an unit. The two on the next will be tens. On the third wire 
the three will represent hundreds, and the progress through all the 
lines will finally terminate in thousands of millions. Some of the 
older children may be taught that the number of figures, when 
written, is in each case the same as the number of balls numerated 
on each line — that an unit is one figure — two figures are tens- 
three figures are hundreds — four figures are thousands. Some few 
will be able to follow the numeration through the whole range of 
the frame, and these may be taught, step by step, to repeat as far 
as the ninth wire, 987, 654, 321, each figure of which will mark the 
place which it is to hold in numeration, and the number of figures 
of which the whole is composed. If we proceed farther than this, 
the three last lines may be represented by three ones, and they 
will then be read thus: one hundred and eleven thousand, nine 
hundred and eighty-seven millions, six hundred and fifty -four thou- 
sand, three hundred and twenty -one. From this point, the instruc- 
tor may proceed to some simple effort in the earlier rules of arith- 
metic. He may place beneath each other any number of balls his 
fancy may suggest, which he may assist the children to add toge- 
ther; or he may vary the rule by a different position of the balls. 

I may be permitted here to mention some of the other uses, not 
immediately connected with the subject now before us, to which 
this instrument may be put: as, in order to excite the failing atten- 
tion of the little pupils, it is always desirable to have the power of 
introducing a change from one subject to another in the course of 
the instruction. 

It is proposed, then, that the several rows of balls should be 
painted, so as to afford an opportunity for introducing the older 
children to some incipient knowledge of the combinations of co- 
lours. The three higher rows may be red, yellow, and blue. The 
fourth may be purple, and the fifth again red, because a mixture of 
red and blue makes purple. The sixth and seventh may be light 
brown and yellow, because red and yellow form a light brown. 
The eighth and ninth may be green and blue, as green is a mixture 
of yellow and blue; the last three rows may on the same principle 
be white, grey, and black. 



33 

CHAPTER III. 

The Elements of Geometry* 

Questions and answers concerning the Geometrical figures. 
Useful knowledge can have no e>ien>ies, except the ignorant: it 
cherishes the mind of youth, and delights the aged ; and who knows 
how many mathejiiaticians there may be in embryo in an infant 
school. 

We will suppose that the whole of the children are seated in the 
gallery, and that the teacher is provided with the geometrical 
figures, which are printed on paper and pasted on boards, which he 
exhibits before the children, and being provided with a pointer, he 
will point to a straight line and say — 

Q. What is this? 

A. A straight line. 

Q. Why did you not call it a crooked line? 

A. Because it is not crooked, but straight. 

Q. What are these? 

A. Curved lines. 

Q. What does curved line mean? 

A. When they are bent or crooked. 

Q. What are these? 

A. Parallel straight lines. 

Q. What does parallel mean? 

A. Parallel means when they are equally distant from each other 
in every part. 

Q. If any of you children were reading a book that gave an ac- 
count of some town which had six streets, and it said the streets 
were parallel, would you understand what it meant? 

A. Yes: it would mean that the streets were all the same way, 
side by side, like the lines which we now see. 

Q. What are those? 

A. Diverging or converging lines. 

Q. What is the difference between diverging or converging lines 
and parallel lines? 

A. Diverging and converging lines are not at an equal distance 
from each other in every part, but parallel lines are. 

Q. What does diverge mean? 

A. Diverge means when they go from each other, and they diverge 
at one end, and converge at the other. 

Q. What does converge mean? 

A. Converge means when they come towards each other. 

Q. Suppose the lines were longer, what would be the conse- 
quence? 

A. Please, Sir, if they were longer, they would meet together at 
the end they converge. 

Q. What would they form by meeting together? 

A. By meeting together they would form an angle. 

Q. What kind of an angle? 

A. An acute angle. 



34 

Q. Would they form an angle at the other endr 

A. No: they would go further from each other. 

Q. What is this? 

A. A perpendicular line. 

Q. What does perpendicular mean? 

A. A line straight up, like the stems of some trees. 

Q. If you look you will see that one end of the line comes od 
the middle of another line; what does it form? 

A. The one M'hich we now see forms two right angles. 

Q. What does this straight line form by leaning one end against 
another straight line, but instead of its being upright like the per- 
pendicular line, you see that it is sloping? 

A. One side of it is an acute angle, and the other side is an ob- 
tuse angle. 

Q. Which side is the obtuse angle? 

A. That which is the most open. 

Q. And which is the acute angle? 

A. That which is the least open. 

Q. What does acute mean? 

A. When the angle is sharp. 

Q. What does obtuse mean? 

A. When the angle is less sharp than the right angle. 

Q. If I was to call any one of you an acute child, would you 
know what I meant? 

A. Yes, Sir, one that looks out sharp, and trys to think, and pays 
attention to what is said to him: then you would say he was an 
acute child. 

Equilateral Triangle. 

Q. What is this? 
A. An equilateral triangle. 
Q. Why is it called equilateral? 
A. Because its sides are all equal. 
Q. How many sides has it? 
A. Three sides. 
Q. How many angles has it? 
A. Three angles. 
Q. What do you mean by angles? 

A. The space between two right lines, drawn gradually nearer to 
each other, till they meet in a point. 

Q. And what do you call the point where the two Hnes meet? 

A. The angular » oint. 

Q. Tell me why you call it a triangle? 

A. We call it a triangle because it has three angles. 

Q. What do you mean by equal ? 

A. When the three sides are of the same length. 

Q. Have you any thing else to observe upon this? 

A. Yes: all its angles are acute. 

Isosceles Triangle, 

Q. What is this? 

A. An acute angled isosceles triangle. 



35 

Q. What does acute mean? 

A. When the angles are sharp. 

Q. Why is it called an isosceles triangle r 

A. Because only two of its sides are equal. 

Q. How many sides has it? 

A. Three: the same as the other. 

Q. Are there any other kind of isosceles triangles? 

A. Yes: there is right angled and obtuse angled. 

Here the pointer is to be put to the other triangles; and the 
master must explain to the children the meaning of right angled 
and obtuse angled. 

Scalene Triangle. 

Q. What is this? 

A. An acute angled scalene triangle. 

Q. Why is it called an acute angled scalene triangle? 

A. Because all its angles are acute, and its sides are not equaL 

Q. Why is it called scalene? 

A. Because it has all its sides unequal. 

Q. Are there any other kind of scalene triangles? 

A. Yes : there is a right angled scalene triangle which has one 
right angle. 

Q. What else? 

A. An obtuse angled scalene triangle which has one obtuse an- 
gle. 

Q. Can an acute triangle be an equilateral triangle? 

A. Yes: it may be an equilateral isosceles or scalene. 

Q. Can a right angled triangle or an obtuse angled triangle be an 
equilateral? 

A. No: it n>ust either be an isosceles or scalene triangle. 

Square* 

Q. What is this? 

A. A square. 

Q. Why is it called a square? 

A. Because all its angles are right angles, and all its sides are 
equal. 

Q. How many angles has it? 

A. Four angles. 

Q. What would it make if I drew a line from one angle to the 
opposite one? 

A. Two right angled isosceles triangles. 

Q. What would you call the line that we drew from one angle 
to the other? 

A. A diagonal. 

Q. Suppose we draw another line from the other two angles? 

A. Then it would make four triangles. 

Pentagon* 
Q. What is this? 
A. A regular pentagon. 
Q. Why is it called a pentagon? 
A. Because it has five sides and five angles. 



36 

Q. Why is it called regular? 

A. Because its sides and angles are equal. 

Q. What does pentagon mean? 

A. A five-sided figure. 

Q. Are there any other kind of pentagons? 

A. Yes, irregular pentagons. 

Q. What does irregular mean? 

A. When the sides and angles are not equal- 

Hexagons. 

Q. What is this? 

A. Hexagon. 

Q. Why is it called a hexagon ? 

A. Because it has six sides and six angles. 

Q. What does hexagon mean? 

A. A six-sided figure. 

Q. Is there more than one sort of hexagons r 

A. Yes, there is regular and irregular. 

Q. What is a regular hexagon? 

A. When the sides and angles are all equal. 

Q. What is an irregular hexagon ? 

A. When the sides and angles are not equal. 

Heptagon, 
Q. What is this? 
A. A regular heptagon? 
Q. Why is it callecl a heptagon? 
A. Because it has seven sides and seven angles. 
Q. Why is it called a regular heptagon? 
A. Because its sides and angles are equal. 
Q. What does a heptagon mean? 
A. A seven-sided figure. 
Q. What is an irregular heptagon? 
A. A seven-sided figure whose sides are not equal. 



Q. What is this ? 

A. A regular octagon. 



Octagon, 



Q. Why is it called octagon ? 

A. Because it has eight sides and eight angles, and they are all 
equal. 

Q. What does octagon mean ? 

A. An eight-sided figure. 

Q. What is an irregular octagon ? 

A. An eight-sided figure whose sides and angles are not all 
equal. 

Q. What does an octave mean ? 

A. Eight notes in music. 

JVonagon. 
Q. What is this ? 
A. A nonagon. 
Q. Why is it called a nonagon ? 



I 



37 

A. Because it has nine sides and nine angles. 

Q. What does a nonagon mean ? 

A. A nine-sided figure. 

Q. What is an irregular nonagon r 

A. A nine-sided figure whose sides and angles are not eqi 



Q. What is this ? 



Decagon. 



A. A regular decagon. 
Q. What does a decagon mean r 
A. A ten-sided figure. 
Q. Why is it called a decagon ? 

A. Because it has ten sides, and ten angles, and there are both 
regular and irregular decagons. 

Rectangle or Oblong. 
Q. What is this? 
A. A rectangle or oblong. 
Q. How many sides and angles has itf 
A. Four, the same as a square. 

Q. Wliat is the difference between a rectangle and a square ." 
A. A rectangle has two long sides, and the other two are mucii 
shorter; but a square has its sides equal. 

A Rhomb, 
Q. What is this .? 

A. A rhomb; it is an irregular tetragon, its opposite angles oniv 
equal; its sides all equal. 

Rhomboid, 
Q. What is this ? 
A. A rhomboid ; its opposite sides and opposite angles are equal 

Trapezoid, 
Q. What is this? 

A. A trapezoid; its four sides and angles are all unequal, and 
no sides parallel. 

Ellipsis or Oval, 
Q. What is this? 
A. An ellipsis or oval, so named from ovalis, an egg. 



CHAPTER IV. 

NATURAL HISTORY 

The Cow, 
Q. What is this? 
A. A cow. 

Q. Is the cow a useful animal ? 
A. ,Yes, every part of the cow is useful. 
Q. Where does the milk come from ? 



38 

A. From the cow. 

Q. What is milk useful for? 

A. To make butter and cheese. 

Q. That is right, and we use milk to put into our tea, and good 
l^||fe^nd girls have bread and milk for breakfast. But when the 
(^^R killed, is it then of any use? 
^^Oh yes ! very great use in^i^ed. 

Q. What is the flesh calleji^^> '' 

A. Beef; and we sometimes have it for dinner. 

Q. So you see you get a dinner from the cow ; but what is the 
skin useful for ? 

A. To make leather. 

Q. And what is leather useful for ? 

A. To make boots and sh.>es. 

Q. So you see you can get a pair of shoes from the cow, but what 
are the bones useful for? 

A. To make handles for brushes. 

Q. What brushes ? 

A. Tooth brushes and nail brushes. 

Q. And the hair which grows on the tail is useful to put in tooth 
brushes; so you see we get a tooth brush from the cow. But are 
the horns of any use? • 

A. Yes, they make salt-spoons, drinking cups, and combs, and 
many other things. 

Q. Is the blood of any use? 

A. Yes, it is used to purify sugar. 

Q. VVHiat sugar? 

'\, That which we call lump or loaf sugar. 

^ Sheep. 
Q. What is this? 
A. A sheep. 

Q. What is it that grows on its back r 
A. Wool. 

Q. What is wool useful for? 

A. The very common wool makes worsted ; flannel is also made 
from wool, and so is cloth which makes us coats. 
Q. Is the flesh of the sheep useful ? 
A- Oh yes ! it is eaten, and we call it mutton, 
Q. Is the skin useful? 
A. Yes, parchment is made out of it. 
Q. What use is parchment? 
A. To write upon. 

Q. What difterence is there between parchment and paper? 
A. Parchment is stronger, and does not tear like paper. 

The Horse, 
Q..Whatisthis? 
A. A horse. 

Q. Is a horse a useful animal? 
• A, Yes, he draws heavy loads, conveys people from one pla<;e to 



39 

another, draws coaches and carts, and is very strong, and can run 
very fast. 

The ^2ss. 

Q. What is this? 

A. An ass. 

Q. What is this beast useful for? 

A. He is very patient, and carries heavy loads, such as sand, 
coals, and many other things. 

Q. The ass is indeed a very useful beast, and the female gives 
milk, which is very useful to sick people. But can you tell who it 
was rode into Jerusalem on an ass: 1 mean the Jerusalem we read 
of in the Bible? 

A. Oh yes ! it was our dear Saviour Jesus Christ who rode into 
Jerusalem. 

Q, Who is the ass the most useful to? 

A. To the poor people. 

Q. Why then did our Saviour ride upon an ass? 

A. That he might teach us to be humble. 

Q. That is right; and to be humble you know is to be thankful 
to our dear heavenly Father for the food he gives us, and for the 
clothes we wear, and for the kind friends who provide teachers that 
we might be taught our duty; But who is it gives the animals for 
our subsistence? 

A. Almighty God, our dear heavenly Father and friend, 

Q. And how are we to use these creatures ? 

A. With kindness. 

Q. What do you mean by kindness ? 

A. We must never throw stones at them, nor beat them with 
sticks, nor be cruel in any way unto them. 

Q. I hope then you will remember what you ought and what you 
ought not to do. But should we not be very thankful to our dear 
heavenly Father for giving us these animals? 

A. Yes. 

Q. And how can we show ourselves thankful ? 

A. We cannot show ourselves more thankful than by being kind 
to all that God has made. 

1 am glad to hear you say so, and therefore I will now let you 
repeat a pretty poem which teaches us how we should use tliese 
animals. 

^ Rabbit 

Q. What is this? 

A. A rabbit. 

Q. It is a very harmless little animal, and feeds upon oats and 
cabbage leaves. Have you ever seen a little rabbit? 

A. Yes.' 

Q. What a beautiful soft skin he has: Is the hair of use? 

A. Yes, it is very useful: sometimes it is used to assist 
making of hats and sometimes to make tippets. ^ 

A Badger. 
Q. What is this? 
A. A badger. 



"is' 



40 

\l. ^3ee-wliat nice long hair he has gotten on his back : Do you 

pk it is useful for duy thing? V 

\, Yes, every thing is of some use. 

^. But do you know what use i-t is ? 

A. No. 

Q. Then 1 will tell you : it is very soft, and is used to put into 
gentlemen's shaving brushes: But is not the badger a very fierce 
and cruel creature? 

A. Yes. 

Q. But it is sometimes very cruelly bitten by dogs, which meft 
set to bite it and teaze it, and they call it badger baiting. Do you 
not think this very cruel r 

A. Yes. 

Q. 1 hope if you live to grow up men and women, you never will 
do so? 

A. We never will. 

I am glad to hear you say so, for I think men who know better, 
are more cruel than the badger whose very nature is cruel. 

j3 Pii 

Q. What is this? 

A. A pig. 

Q. What is it that grows on his back? 

A. Hair or bristles. 

Q. What are they useful for? 

A. To put in shoe brushes and clothes brushes. 

Q. What is the flesh of the pig called ? 

A. Pork. 

Q. When the flesh is dried and salted, what is it then called ? 

A. Bacon. 

•^ Dog. 
Q. What is this ? 
A. A dog. 

Q. What are dogs useful for? 
A. To guard houses. 

Q. Are dogs of any other use besides guarding houses? 
A. Yes, they take care of sheep, and they always mind what 
their masters bid them. 

I hope good children will take pattern then from these animals. 
Let me hear you repeat the little poem I taught you about the 
dog. 

THE DOG. 
I'll never hurt a little dog, 

But stroke and pat his head ; 
I like to see it wag its tail, 

I like to see it ^d. 
Poor little dogs are very good, 

And very useful too ; 
For do you know that they will mind 

What they are bid to do. 
Then I will never beat my dog, 

Nor ever give him pain ; 
Poor fellow I I will give him food, 
And he'll love me acrain. 



41 



A Cat. 

Q.' What is this? 

A. A cat. 

Q. What is a cat useful for ? 

A. To catch rats and mice, which would otherwise be very trou- 
blesome, and eat up our food. 

Q. I suppose some of your mothers have gotten cats, and I hope 
you use them with kindness? 
A. Yes, we do. 

Q. You never find cats hurt you, if you use them with kindness, do 

you ? 

A. No. 

I am glad to hear it: I have a little poem also on a cat, and as you 
are so kind to them, you shall lepeat it. 

THE CAT. 

I like little pussey, her coat is so warm, 

And if I don't hurt her, she'll do me no harm , 

So I'll not pull her tail, nor drive her away, 

But pussey and I very gently will play ; 

She shall sit by my side, and I'll give her some food, 

And she'll love me because I am gentle and good. 



Q. 

A. 

Q. 

A. 

Q. 

A. 

Q. 

A. 

Q. 

A. 
Q. 
A. 

Q. 

A. 

Q. 

A. 

Q. 

A. 

Q. 



PHILOSOPHICAL OBSERVATIONS. 



Where does the sun rise.? A. 

The sun rises in the east. Q. 

Where does he set.? A. 

He sets inthe west. Q. 

What is the earth ? A. 

The earth is a planet. Q. 

What does it move round? A. 

It moves round the sun. Q. 

What are the stars? A. 

The stars are other worlds. Q. 

What are fixed stars ? rain ? 

The fixed stars are suns. A. 

What is the moon r Q. 

The moon is a planet. A. 

Is her light her own ? Q. 

Her light is not her own. A*. 

What supplies springs ? Q. 

Rain supplies springs. A. 
What do springs form? 



Springs form brooks. 
What form rivers ? 
Brooks form rivers. 
What form seas ? 
Rivers form seas. 
What exhale vapours? 
Seas exhale vapours. 
What do vapours form? 
Vapours form clouds. 
Can you tell what produce 

Clouds produce rain. 
What is hail? 
Frozen rain is hail. 
What is snow ? 
Snow is frozen vapourSr 
What is frost? 
Frost is frozen dew, 



42 



RULES AND REGULATIONS, 

BY S. WILDERSPIN: 

As OBSERVED AT THE INFANT SCHOOL, QUAKER STREET, SPITALFIELDJ 



TIME. — Mornings. School to assemble at Nine o^ clock, and to leave at Twelve. 
Afternoons. School to assemble at Two o'clock, and to leave at Five. 

MONDAY. 

Morning. When assembled, to perform the appointed prayer, after which an 
hymn is to be sung; then slates and pencils are to be delivered to the children; 
after which they are to proceed with their letters and spelling At half-past ten 
o'clock to play, and at eleven o'clock to assemble in the gallery, and repeat the 
picture lessons on natural history after the monitor in the rostrum. 

Afternoon. Begin with prayer and hymn as in the morning ; picture lessons 
on Scripture history to be repeated from the lesson post, and to be questioned on 
them afterwards in the gallery. 

TUESDAY. 

Morning. Usual prayer and hymn. Slates and pencils. Letters and spell- 
ing from the sides of the school, and from the tins. Play. Gallery ; repeat the 
addition and subtraction tables. 

Afternoon. Prayer and hymn. Multiplication table; the monitor asking the 
question, and the children answering. Reading lessons. Play. Gallery; nu- 
meration and spelling with brass figures and letters. 

WEDNESDAY. 

Morning. Prayer and hymn. Slates and pencils. Letters and spelling 
Play. Gallery; master to teach geometrical figures, an^ musical characters, by 
chalking on the swing-slate. 

Afternoon. Prayer and hymn. Practice, pence and shilling tables. Play ' 
Gallery ; master to give lessons on arithmetic. Extempore teaching on men 
and things, &c. Sec. 

THURSDAY. 

Morning. Prayer and hymn. Slates and pencils. Letters and spelling 
Division, weights, measures, and time, from the rostrum. Play. Gallery, same 
lessons as Monday morning. 

Afternoon. Prayer and hymn. From the lesson posts, epitome of geometry, 
and natural history. Gallery, brass letters and figures. Extempore teaching 
on men and things, taking care that all such teaching shall be illustrated by sub- 
stances. 

FRIDAY. 

Morning. Prayer and hymn. Slates and pencils. Lett; rs and spelling. 
Tables in arithmetic at the master's discretion. Play. Gallery ; lessons on geo- 
graphy, maps, globes, &c. 

Afternoon. Prayer and hymn. Scripture pictures on the lesson posts, and 
questions on them in the gallery. 

SATURDAY. 

Morning. Prayer and hymn. Slates and pencils. Letters and spelling. 
Tables of arithinetic from the rostrum. Play. Gallery. Lessons on the trans- 
position frame, and on geometry from the brass instrument. 

* ii 

N. B. If visiters wish any particular lessors to be performed, and the children 
appear inclined, the master is not bound to adhere to the above rules, neither at 
any other time if the children appear particularly disinclined. 



43 

CHAPTER IV. 

THE SCHOOL ROOM. 

In an establishment where circumstance and the personal in- 
fluence of the teacher, as well as mutual example, fill so important 
a place aintmg the means of attaining the purpose which is in view, 
the choice ot'a suitable room is of verj principal moment. 

On this subject, some general principles maybe laid down, which 
will distinguish those things which are absolutely necessary to the 
real efficiency of the system, from those which are only desirable. 

In the choice of a room, then, it will have sufficiently appeared, 
that cheerfulness, light, freedom of air, and of dimension, must al- 
ways be consulted. The walls should, if possible, be spacious, and 
the roof or ceiling lofty. 

The size of the room must be regulated by the number of the 
children who are to be educated in it. There should be space for 
the whole of the school with the exception of the monitors, to sit 
around the room on seats affixed to the walls, that the area may be 
perfectly free. 

The average of one foot to a child is sufficient. 

As one of the principal objects in these establishments is to gain 
and fix the attention of the school on one spot, and on one person, 
the form of the room should, if possible, be such as to cause the in- 
fants the least personal trouble and effi)rt in doing so. 

It is desirable farther, that the voice of the teacher should be 
equally heard, without effi)rt on his part, and that his person should 
be seen with equal distinctness, at all the most distant points in 
the room. If he be obliged to raise his voice, in order to be heard 
by those who are at a greater distance than others, his tone will 
almost necessarily seem to approach to that of anger ; and the 
good feelings of his little flock will in consequence be disturbed; 
whilst, on the other hand, distance will encourage carelessness in 
those whose attention is not yet sufficiently secured. 

It will appear, from these remarks, that one decided aim in the 
choice and the fitting up of an infants' school room must be to place 
the little pupils, as far as may be possible, at an equal distance 
from the point from which the teacher may propose generally to 
address them. 

I oKer to the consideration of my readers a plan for a school 
room, t\; area of which is an oblong of such proportions as that, 
after a pVt h s been divided off from one end for a gallery of raised 
seats, the Wms for the children, when in their classes, may occupy 
the sides ofx square. 

(A A) are ^e seats round the room. 

(B) is a doubo rostrum, in the front part of which the monitor who 
is to lead the re^^ when the school is engaged in an united lesson, 
takes his stand; \nd on the back part of which the superintendent 
places himself why^gver he may wish to obtain the attention of the 
whole school at oni» and cor-ey a lesson to them all. 

(C) is the galiery.V whic. all the children may be occasional! v 



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45 

assembled within a smaller compas* for general examination. 
This gallery must have seats, at least equal, altogether, in length 
to all the other seats around the room. 

(D) are the seats against the wall behind the rostrum. 

The advantages uf a square room are manifest. The distance of 
the several seats fiom the rostrum approach more nearly to equa- 
lity than could , ssibly be the case in a lengthened oblong, and the 
eyes of the children are more easily directed to that point. 

The seats for the monitors (E) must be placed at a sufficient 
distance from the benches against the walls, to leave room for the 
free passage of the children when they walk round the school two 
and two. They should be placed at the terminating line of each 
class, and two monitors may take their place on each seat, turning 
each towards his own class. The seats (E) should be so broad, as 
to allow the monitors room to stand upon them when the lesson is 
given out from the rostrum. 

Two smaller rooms (F) should be adjoined to the school, which 
are called class rooms. The one will be principally occupied in 
receiving those things which would be incumbrances in the larger 
room, and may be used occasionally, if such be wanted, as a com- 
mittee room. The other is for the purpose of more exact and per- 
sonal instruction of the higher classes, and for individual exami- 
nation. 



t^rticles of Instruction in an Infant School, 

One dozen Texts of Scripture, in large characters, for the 

walls of the room, 75 cents per doz. . . % .75 

Four dozen Spelling and Reading Lessons, printed on me- 
dium paper, 6 to 12 line pica, suitable for the large 
room, and the smaller for the class room, at 75 cents 
per doz. . . . . . . 3.00 

Alphabetical board or transposition frame, with 500 large 
letters pasted on blocks, to slide into the frame, so as 
to compose words or sentences, . . . 10.00 

SOO Imprinted Tins, for the use of the several classes, 15.00 

Large Numeral Frame, with balls, . . . 12.00 

Large black board on which the copies for writing are traced, 

and for other purposes, . . . . 3.50 

48 sheets with large letters of the alphabet, for the purpose 
of pasting on card paper, or on the pages of a blank 
book, or on blocks, 6^ cents per sheet, . . 3.00 

2,000 smaller letters, printed on card paper, . . 2.00 

Tambourine, !^6,00, and Hand -bell, 50 cents, . . 6.50 

1000 (wooden bricks) blocks, one inch thick, two inches 
broad, and four inches long, for the children to make 
block houses and walls, in the form of brick work, 5.00 

Pictures of Scriptural Subjects and Natural History. 

A few elementary Spelling and Reading Books. 

Slates, with the alphabet engraved on them, and Slate Pencils, 



46 

On the Government of the School. 

[From Goyder's Treatise on Infant Schools.] 

In the schools conducted upon the new system, neither the rod 
nor ridicule are ever resorted to. Should it be inquired, how then 
are the children governed or preserved in a state of order? it is an- 
swered, by a line of conduct grounded on love, patience, gentle- 
ness, or unwearied forbearance. The children are made to reason 
as rational creatures, made to tell the impropriety of their conduct 
by demonstrative proofs, and to delight in the sensibility of a vir- 
tuous state, and universal forbearance. In short, we- take occasion 
from the scriptural words "bear and forbear'* to quicken their de- 
sires to walk in such a way as shall ultimately secure them the 
respect and esteem of the good and virtuous. Suppose two chil- 
dren have been fighting: when I was a boy, the punishment was, 
the delinquents should castigate one another. Our method is as 
follows, and without enlarging on the merits of either, I will leave 
the public to decide which is the most efficient. 

The delinquents are placed before all the children in the centre 
of the school, the teacher points to them and exclaims:— 

Teacher. You see these children? 

Children. Yes, Sir. 

T. And you know what they have been doing? 

C. Yes, Sir, they have been fighting. 

T. Hold out your hands [children hold them out]. Now 

tell me who made your hands? 

C. God. 

T. And for what did he make them? 

C. To be useful in learning to work with them, and to 

help one another. 

T. Then he did not make them to fight? 

C. No, Sir. 

T. . There is a verse which says, 

" Birds in their little nests agree, 

And 'tis a shameful sight, 
When children of one family 

Fall out and chide and fight." 

Now, my dear children, we are all of one family, 
and ought not to fight. God loves us always, but 
we cannot say we love him if we use our hands 
for a purpose which he never made them, and it is 
a shocking thing not to love God. You see these 
two little boys? 

C. Yes, Sir. 

T. Are you not sorry to see them in such disgrace? 

C. Yes, Sir. 

T. And I am sure you will help me to try and make them 

good? 

C. Yes, Sir, we will. 

Again: — No undue emulation is by any means encouraged in the 
schools when the improved plans are adopted, I entirely coincide 



47 

with the benevolent views of the enlightened Fellenberg on this 
point, and as his language will speak much more forcibly than 
mine, I herewith present it in his own words: — 

"That system of continual praises given to one, while they dis- 
courage others, of applause bestowed upon those who have merely 
performed their duty, (as if it was the intent to lessen the worth of 
a good conscience,) of public reproof addressed not unfrequently 
to him, who has done as well as he was able, of first and second 
places, of crosses at the button hole, and of trials of ability before 
a public auditory; all this system with its apparatus is as severely 
proscribed in our schools, as are the most of school punishments, 
and doubtless with much reason; for what else is it but designedly 
to spoil the heart, thus to influence the will by perpetually exciting 
self-love, so that it might be asked if there was not a deliberate 
purpose to sow in the hearts of children the seeds of pride and 
jealousy, and of a thousand hateful passions, and thus by the edu- 
cation of the young, to prepare men for the career of rivalry and 
ambition." 

The good sense of these remarks is surely too obvious to re- 
quire a single comment. It will therefore, no doubt, appear from 
these considerations, that the obedience which should be exacted 
from children, must be obtained by love, and the only reward which 
should stimulate them to the performance of useful actions, ought 
to be derived from the heartfelt satisfaction of benefiting their 
fellow creatures. 



PENCE TABLE. 

Twenty pence are one and eightpence^ 

That we can't afford to lose ; 
Thirty pence are two and sixpence, 

That will buy a pair of shoes. 

Forty pence are three and fourpence, 

That is paid for certain fees ; 
Fifty pence are four and twopence, 

That will buy five pounds of cheese 

Sixty pence will make five shillings, 
Which we learn is just a crown : 

Seventy pence are five and tenpence, 
This is known throughout the town. 

Eighty pence are six and eight pence, 
That sum once my father spent ; 

Ninety pence are seven and sixpence, 
That for a quarter's schooling went. 

A hundred pence are eight and fourpence.. 
Which is taught in th' infant school ; 

Eight pence more make just nine shillings^ 
So we end this pretty rule. 



4b 



NAMES OF MONEY 

Ten mills one cent do make, 
Which will buy a penny cake ; 
Ten cents will make one dime, 
And thus you have it all in rhyme 

Ten dimes are just a dollar 
The United States all over ; 
Ten dollars are an eagle of gold, 
And so our money's names are told. 



AVOIRDUPOISE WEIGHT. 

Sixteen drams are just an ounce 
When my mother goes to shop : 
Sixteen ounces make a pound, 
When she buys a mutton chop. 

Twenty-eight pounds are the fourth 
Of an hundred weight called gross ; 
Four such quarters are the whole 
Of an hundred weight at most. 

Twenty hundred make a ton, — 
By this rule all things are sold 
That have any waste or dross : 
And are bought so too, I'm told. 

When I buy, or when I sell, 
May I always use one weight; 
May I justice love so well, 
To do always what is right. 



FOUR SEASONS OF THE YEAR. 



FOUR SEASONS OF HUMAN 
LIFE. 

Our days four seasons are at most, 
And Infancy's the time of Spring : 
Oh ! with what trouble, care, and cost, 
Must we be taught to pray and sing. 

In Summer as our growth proceeds, 
Good fruit should hang on every 

branch ; 
Our roots be cleared from evil weeds, 
As into science we advance. 

Our autumn is the season, when 
Temptations do our mind assail: 
Our fruits are proved in manhood ; then 
Let not sin, death and hell prevail. 

For Winter brings old age and death ; 
If we've good fruits laid up in store, 
Soon as we gasp our latest breathy 
We land on a triumphant shore. 



On March the twenty-first is Spring, 
When little birds begin to sing, 
Begin to build and hatch their brood, 
And carefully provide them food. 

Summer's the twenty-first of June, 
The cuckow changes then his tune ; 
All nature smiles, the fields look gay. 
The weather's fair to make the hay. 

September on the twenty -third, 
When sportsmen mark at ev'ry bird. 
Autumn comes in ; the fields are shorn, 
The fruits are ripe : so is the corn. 

Winter's cold frosts and northern blast. 
The season now we mention last; 
The date of which in truth we must 
Fix for December — twenty -first. 



TIME OR CHRONOLOGY. 

Sixty seconds make a minute ; 
Time enough to tie my shoe : 
Sixty minutes make an hour, 
Shall it pass and nought to do ? 

Twenty-four hours will make a day 
Too much time to spend in sleep, 
Too much time to spend in play. 
For seven days will end the week. 

Fifty and two such weeks will put 
Near an end to ev'ry year ; 
Days three hundred sixty five 
Are the whole that it can share. 

Except in leap year, when one day 
Added is to gain lost time ; 



49 



May it not be spent in play, 
Neither any evil crime. 

Our time is short we often say ; 
Let us then improve it well ; 
That eternally we may 
Live where happy angels dwell. 



SHEEP. 

Hark now to me, and silence keep. 
And we will talk about the sheep ; 
For sheep are harmless, and we know 
That on their backs the wool does 
grow. • 

The sheep are taken once a year. 
And plung'd in water clean and clear; 
And there they swim, but never bite, 
While men do wash them clean and 
white. 

And then they take them, fat or lean. 
Clip off the wool, both short and 

clean ; 
And this is call'd, we understand, 
Shearing the sheep throughout the 

land. 

So then they take the wool so white, 
And pack it up in bags quite tight ; 
And then they take those baars so 

full, 
And Bell to men that deal in wool. 



CLOTH MEASURE. 

Sheep's wool is waah'd and comb'd with 

hand. 
And then 'tis spun w.ith wheel and 

band ; 
And then with shuttle, loom, and care, 
Wove into cloth for us to wear. 

The cloth is then sent to be dyed, 
Where it is boil'd, and wash'd, and 

dried ; 
And then 'tis press'd so nice and 

smootli, 
That tailors buy, and it do use. 

The tailor then cuts out with care 
The clothes that men and boys do 

wear J 
But when the tailor buys, I'm told, 
'Tis by this rule all cloth is sold. 

Two inches and one quarter take, 
Which just an English nail will make ; 
Four nails one quarter make we know, 
Which we can cut, turn down and sew. 

Four quarters will, if new or old, 
Make just one yard, for so 'tis sold; 
Three quarters make one Flemish ell, 
For thus those people buy and sell. 

But five quarters do make an ell 
In England, which is known full well J 
But when the French do buy or sell, 
They give six quarters to an ell. 



THE BIBLE.* 

What is it shows my soul the way 
.To climes of everlasting day. 
And tells the danger of delay ? 

The Bible. 

What teaches me I'm bound to love 
The glorious God who reigns above ; 
And that I may his goodness prove ? 

The Bible. 

What tells me that I soon vmst die, 
And to the throne of judgment fly 
To meet the great Jehovah's eye ? 

The Bible. 
O may this Bible ever be, 
A dear and precious book to me ; 
Here ceaseless beauties may I see ! 

The Bible. 

THE SUN. 

1 . What is it looks so very bright, 
And quick dispels the dusky night, 
Shedding around a cheerful light ? 

The Sun. 



* In this and the two following pieces, the teacher will ask the questwns, ttM 
the children will answer in concert. 



50 

2. What is it appears at dawn, 
That dries the dews up in the morn, 
And ripens all the fruits and corn ? 

The Sun. 

3. What rises higher than a rock ? 
What in the morn awakes the cock, 
And tells us what it is o'clock ? 

The Sun. 
3. Wh* is it that you cannot try, 
To look at with your little eye, 
So briffht it shines up in the sky ? 

The Sun. 

THE MOON. 

1. Little children, all tell me, 
What high up in the sky you see,* 
That shines so bright on you and me ? 

The Moon. 

2. Tell me, loves, when you're asleep, 
While all around you quiet keep. 
What does through your curtains peep ? 

The Moon. 

3. What shines when all is lone and still, 
Except the little running rill. 
That turns the wheel of yonder mill ? 

The Moon. 

4. As sweetly singing in the vale, 
To whom, pray, does the nightingale. 
Tell her little lonely tale ? 

The Moon. 

ALPHABET. 

America. — Rippon. 

ABCDEFGH 

I J K L M N 

O P Q R S T U V 

W X Y Z 

A E I O U Y are vowels. The rest are consonants, which cannot be sounded 



without A E I O U Y. 



HYMNS. 



Early attendance at School. How shall 1 then endure the thought 

Of having spent ray time for nought. 
The hour is come; I will not stay, 

But haste to School without delay, 

Nor loiter here, for 'tis a crime 

To trifle thus with precious time. Lord Remember Me. 

Say, shall my Teacher wait in vain, How great thy goodness, gracious Lord ! 

And' of my sad neglect complain ? What love resides in thee ! 

No : let me rather' strive to be Through ev'ry season of my life, 

The first of all the family. Thou dost remember me. 

I would be there with humble mind. While but a mean and helpless babe 

To seek th' instructions I may find ; Rich blessings flow'd from thee ; 

And while I hear the sacred page, My parents' tender kindness proved, 

O may its truth my heart engage. Thou didst remember me. 

These golden hours will soon be o'er Thy Sabbaths I am taught to keep. 

When I can go to school no more, And evry sin to flee; 



Grateful and joyful, Lord, I weep, 
Thou dost remember me. 



51 



.; 



Send down, and take me in thy love, 
To be thy better child above. 



God our Heavenly Father. 

Great God, and wilt thou be so kind, 
The comfort of a babe to mind .'' 
I, a poor child, and thou so high. 
The Lord of earth, and air, and sky ! 

Art thou my Father.? canst thou bear 
To hear my poor imperfect pray'r? 
Or wilt thou listen to the praise 
That such a little child can raise ? 

Art thou my Father ? let me be 
A meek, obedient child to thee ; 
And try in word, and deed, and thought, 
%|vn. To serve and please thee as I ought. 

Art thou my Father ? I'll depend 
Upon the care of such a friend; 
And daily strive to do, and be. 
Whatever seemeth good to thee. 

Art thou my Father ? then, at last, 
When all my days on earth are past, 



The Lord's Prayer. 

Our Father God, who art in heaven, 
To thy great name be reverence 

giv'n ; 
Thy peaceful kingdom wide extend, 
And reign, O Lord, 'till time shall 

end. 

Thy sacred will on earth be done, 
As 'tis by angels round thy throne: 
And let us every day be fed 
With earthly and with heavenly bread. 

Our sins forgive, and teach us thus 
To pardon those who injure us; 
Our shield in all temptations prove, 
And every evil far remove. 

Thine is the kingdom to controul, 
And thine the power to save the 

soul: 
Great be the glory of thy name, 
Let every creature say, Amen. 



From Poems by a Friend to Youth. 

On Mtejition at School and Obedience to Teachers. 

We must mind what our master and mistress shall say, 

And be quiet in school-time and gentle^ play ; 

We will look at our letters, and say th^ quite well, 

And then our kind mistress will teach us to spell. 

And when we can spell very perfect indeed, 

Oh ! then our good master will teach us to read. 

Then we shall be able to read to our mother ; 

And then we can teach little sister or brother. 

We'll read in the Bible, and learn to be good ; 

And to thank the great God for our clothes and our food. 

And we will not forget that to God we must pray, 

To keep us from hurt both by night and by day. 

But to please him we always must try to do right. 

We must not be cross, nor be naughty, nor fight; 

But we'll be good children, or we shall not grow 

To be good men and women, we very well know^ 



The Fly. 

'Twas God who made that little fly. 
But if I pinch it, it will die ; 
My master tells me God has said 



We must not hurt what God has made ; 
For God is very kind and good, 
And gives e'en little flies their food; 
And he loves every little child 
Who is kind-hearted, good, and -mild. 



The Pleasure of attending School clean and neat. 

'Tis pleasant to come to School happy and good, 
'Tis pleasant to come neat and clean ; 

'Tis pleasant to know all the lessons I'm taught. 
And tell mother at home what they mean. 



52 



How sorry I am when we stand up to sing. 

If dirty my hands and my face ; 
For then I'm remov'd far away from the rest, 

And must not stand up in my place. 

Then I'll beg my dear mother to make me quite neat, 

And wash me and comb me each day ; 
For then I can learn all my lessons at school, . 
And then I may happily play. 



Good Resolutions. 

When my father comes home in the evening from work, 

Then I will get up on his knee, 
And tell him how many nice lessons I learn, 

And show him how good I can be. 

He shall hear what a number I know how to count, 
And I'll tell him what words I can spell, 

And if I can learn something every day, 
I hope soon I shall read very well. 

I'll say to him all the nice verses I know, 

And tell him how kind we must be, 
That we never must hurt poor dumb creatures at all, 

And he'll kiss me and listen to me. 

I'll tell him we always must try to please God, 

And never be cruel or rude ; 
For God is the Father of all living things. 

And he cares for and blesses the good. 



I'll go to the fields for some flowers. 
The fields are so lively and gay ; 

How sweet they are after the showers! 
I could play in them all the long 
day. 

Don't run from me, dear pretty lambs, 
I never will hurt you indeed; 

You may play by the side of your 
dams, 
Or frisk it about in the mead. 

Perhaps the sweet cowslip is here 
That hangs down its pale yellow head, 

The cuckoo-flow'r lovely and fair. 
And the daisy encircled with red. 

In the wood I shall find the blue bell. 
And the pretty anemone too ; 

The meadow-sweet down in the dell, 
And the violet, with beautiful hue. 

The sweet-scented hawthorn I see, 
And- the roses that sweeten the 
breeze ; 
But none of them sweeter to me 

Than the woodbine that twines round 
the trees. 

But who made these beautiful trees ? 
And who made these delicate flowers ^ 



Who sweetens with roses the breeze ? 
And refreshes the fields with his 
showers ? 

'Twas my dear heavenly Father above^ 
Who made every thing that I see ; 

And who, with compassion and love. 
Regards a poor infant like me. 

But what a sweet nosegay is hq^-'^y 
The best I will gi\re to my mother, 

And some to my school-fellows dear, 
And some to my sister and brother. 



Would you learn, my little children. 

To be very good and kind ; 
What I tell you, pray remember ; 

What I teach you always mind 

In your play, be very careful 

Not to give another pain; 
If rude children tease or hurt you. 

Never do the same again. 

If a stone were thrown against you, 
And should hit your head or eye, 

Don't you know 'tw<)uld hurt you sadly, 
Don't you think 'twould make you 
cry 



53 



Never throw a stone or brick then, 
Though you see no creature near 

'Tis a dangerous, naughty practice, 
Which my little ones should fear. 

Never do like those bad children 
Who are often in the street, 



Throwing stones at dogs or horses, 
And at any thing they meet. 

God will love the child that's gentle, 
And that tries to do no wrong ; 

And you should be always careful, 
Even though you are so young. 



HYMNS JPOR INFANT SCHOOLS. 



I. 

For Sunday Morning. 

This dSy belongs to God alone : 
He chooses Sunday for his own ; ' 
And we must neither work nor play, 
Because it is the Sabbath day. 

'Tis well to have one day in seven. 
That we may learn the way to healen. 
Or else we never should have thought, 
About religion as we ought. 

Then let us spend it as we should, 
In serving God and growing good ; 
And not forget, when Sunday's gone, 
What texts the sermons were upon. 

j We ought to-day to learn and seek 
What we may think of all the week ; 
And be the better every day 
For what we've heard the preacher say. 

And every Sabbath should be pass'd. 
As if we knew it were our last ; 
For hat would dying people give, 
To have one Sabbath more to live ! 



II. 



Things that ought to he remembered. 

These are the things I ought to mind : 
To come in time, and every day, 

And never idly wait behind, 
For no good reason, or to play. 

To put my clothes on neat and tight, 
And see my hands and face are clean ; 

And mind to say my lessons right. 
And to remember what they mean. 

My books I must not tear or lose, 
But always keep them smooth and 
neat; 



And wicked words I must not use. 
Such as I hear about the street. 

I must remember what I'm told. 
And always do as I am bid ; 

And not be obstinate or bold, 

Or cross, or sulky, when I'm chid. 

And when I am not at the school, 

Even if nobody is near, 
I ought to think of every rule. 

And be as good as when I'm there. 

These are the things I ought to mind 
And so I will with all my might ; 

Because I'm certain I shall find 
There's nothing lost by doing right. 



III. 

" Q. What must you do for this great 
God lalio is so good to you? — A. / 
must learn to knoio him first, and 
then I must do every thing to please 
him.'' 

This is the way to know the Lord, 
And this will please him too, 

To hear and read his holy word. 
That tells us what to do. 

He lives in heaven, and does not need 

Such little ones as we ; 
But God is very kind indeed. 

And even cares for me. 

Though if I tried with all ray might, 

And did the best I could, 
I should not always do it right, 

And could not do him good. 

Then let me love him for his care, 

And love his holy word. 
Because he teaches children there, 

To know and please the Lord. 



54 



IV. 



Mout Jesus Christy loho died for sin- 
ners. 

Jesus, who lived above tlie sky, 
Came down to be a man, and die ', 
And in the Bible we may see, 
How very good he used to be. 

He went about, he was so kind. 
To cure poor people who were blind : 
And many who were sick and lame, 
He pitied them, and did the same. 

And more than that, he told them too 
The things that God would have them 

do ; 
And was so gentle and so mild, 
He would have listened to a child. 

But such a cruel death he died ! 

He was hung up and crucified ! 

And those kind hands, that did such 

good, 
They nail'd them to a cross of wood ! 

And so he died ! — and this is why 
He came to be a man and die : 
The Bible says he came from heaven. 
That we might have our sins forgiven. 

He knew how wicked men had been. 
And knew that God must punish sin ; 
So out of pity, Jesus said. 
He'd bear the punishment instead. 

Now God will pardon those who pray. 
And hate their sins, and turn away ; 
But wicked folks, who do not care. 
We know, that such he cannot bear. 



O thou who wast so meek and mild, 
TIiou gentle Saviour, hear our cry, 

And help a weak and sinful child 
Each rising passion to deny. 

Without thee we shall sin again, 
And wander from thee more and 
more : 

Our resolutions will be vain, 
As they have often been before. 

Be thou our help in time of need. 
And send thy Spirit from above. 

That we, in thought, and word, and 
deed. 
May all be such as thou canst lovo. 



VI. 



Wc should do as ice would he done by. 

To do to others as I would 
That they should do to me, 

Will make me honest, kind, and good, 
ift children ought to be. 

We never need behave amiss, 

Nor feel uncertain long. 
As we can always tell by this ^ 

If things are right or wrong. 

I know I should not steal or use 

The smallest thing I see. 
Which I should never like to lose, j 

If it belonged to me. 

And this plain rule forbids me quite 

To strike an angry blow ; 
Because I should not think it right 

If others served me so. 



Against Spite and Anger. 

In whom does Jesus Christ delight ? 

And who shall dwell with him 
above .'' — 
The angry child that loves to fight. 

Is one that Jesus cannot love. 



But any kindness they may need, 

I'll do, whate'er it be ; 
As I am very glad indeed 

When they are kind to me. 

Whether I am at home, at school. 
Or walking out abroad, 

I never should forget this rule 
Of Jesus Christ the Lord. 



To contradict and overbear 

With noisy words and spiteful lies ; 
To feel revenge, to curse or swear. 

Will make us hateful in his eyes. 

He saw the sudden blow we gave. 
He notic'd every angry word ; 

And every wicked thought we have, 
His eye has seen, his ear has heard. 



Jl Hymn for the Children to sing. 

Lord, may a few poor children raise 
To thee a hymn of humble praise, 
That such poor little ones as we 
Are taught to love and worship thee. 



55 



What wicked children we have been! 
Alas ! how soon we Icarn'd to sin ! 
But noil) we learn to read and pray, 
And not to break the Sabbath day. 

The Lord is kind, and we will sing 
The praises of our heavenly king ; 
He saw our sin with angry frown, 
And yet he look'd with pity down. 
Oh ! if we should again begin 
To grieve our God, and turn to sin, 
And let our guilty passions loose, 
We now shall be without excuse. 

Then let us listen day by day, 
To every thing our teachers say ; 
And may it be our great concern. 
Still to remember what we learn. 



VIII. 

God sees every thing and hnoios every 
thing. 

I'm not too young for God to see :. 
He knows my name, and nature too, 



And all day long he looks at me, 

And sees my actions through and 
through. 

Ho listens to the words I say, 

And knows the thoughts I have 
within, 

And whether I'm at work or play, 
He's sure to see it if I sin. 

Oh ! how could children tell a lie, 
Or cheat in play, or steal,, or fight. 

If they remember'd God was by. 
And had them always in his sight ! 

If some good minister is near, 
It makes us careful what we do ; 

And how much more we ought to fear 
The Lord, who sees us through and 
through. 

Then when I want to do amiss. 
However pleasant it may be, 

I'll always try to think of this, — 
I'm not too young for God to see ! 



QUESTIONS AND ANSWERS. 

The Answers consist of two lines in Rhyme, 



V 



1. Who made you? 

^'Twas God who made my infant frame : 
^'Twas God from whom my spirit came. 

2. Who takes care of you ? 

God keeps me safe, and makes me 

well J 
No child can all his goodness tell. 

3. What hook has God given to teach 
us ? 

The Holy Scriptures, full of truth, 
Can guide, and cleanse, and teach our 
youth. 

4. Should children love God 9 

O yes ', the youngest child should love 
The gracious God, who dwells above. 

5. Does God ahoays see you ? 
All that I do, or think, or say, 

God knows : he sees me night and day. 

6. Were you born a sinner ? 
Yes : I was even born in sin. 
And all my heart is bad within. 

7. Hoio do children show that they 
have had hearts ^ 

By naughty passions, words, and ways, 
The heart its wickedness betrays. 

8. Is God angry with sinners ? 
Yes : God is angry when we sin ; 

He knows how wicked we have been. 

9. What do our sins deserve f 
The wrath of God and endless pain, 
Where darkness, death, and sorrow 

reiffn. 



10. Can you save yourself? 

no : th' Almighty never gave 
To man the power himself to save. 

11. Can you make your oion heart 

1 am so wicked and so weak, [good ? 
My heart I cannot better make. 

12. Who can save you ? 
Jesus, the blessed Saviour died, 
Our peace and pardon to provide. 

13. Is Christ toilling to forgive you? 
His life, his cross, his death, his grave, 
Proclaim his willingness to save. 

14. Is there any other Saviour ? 
The blood of Jesus Christ alone 
Can for my sinful soul atone. 

15. What must you do to he saved? 
In Jesus Christ I must believe. 

His grace and mercy to receive. 

16. Must ijou confess and recent of 
your sins ? 

Yes : with a very humble heart, 
And from all sinful ways depart. 

17. What should he your j) ray er 9 
Lord, I am wicked; I am weak ; 

O save my soul, for Je'sus' sake. 

18. Should yotL love Jesus Christ 9 
O yes, I should, with all my heart, 
And from the Saviour ne'er depart. 

19. Did Christ come into the world 
as<L child? 

Jesus became a little chili 
All holy, humble, meek, 



6«t*» IflG » 



56 



20. How did he groio up ? 
h\ wisdom and in stature too, 
The holy child, our Saviour, gx^-^. 

21. What loas projjhesied of Christ ? 
The lambs he'll gather by his grace, 
And pn his gentle bosom place. 

22. Did Christ thus show his love to 
children on earth ? 

The little ones he took and blest, 
And clasp'd them to his tender breast. 

23. What did Christ say about little 
children ? 

Suffer the young to come to me ; 
Of such the saints in heaven shall be. 

24. Does Christ still regard the 
young ? 

Now on his glorious throne above, 
He still regards the young with love. 

25. Should you ask God to teach you 
to pray ? 

Lord, teach a little child to pray. 
And tell me what to think and say. 

26. Will God hear the praises of chil- 
dren ? 

Yes : God will hear the hymns I raise ; 
And Jesus loves an infant's praise. 

27. Do you need the help of the Holy 
Spirit ? 

The Holy Spirit, God of truth, 
Alone can guide my giddy youth. 

28. Must you always keep from ly- 
ing ? 

My tongue must never tell a lie. 
Because the God of truth is nigh. 

29. Must you keep from, bad tempers? 
I must not in a passion be, 

Because the holy God can see. 

30. Should you try to learn and be 



He's the best child who soonest tries 
To learn and be both good and wise. 

31. How must you act to others? 
To others I must always be. 

As I would have them act to me. 

32. Must you love your Father and 
Mother ? 

My Father, and my Mother too, 
I must both love and honour you. 

33. Hoio must you act to your Bro- 
thers ? 

In me my Brothers ought to find 
A heart that's always mild and kind. 

34. How must you act to your Sis- 
ters? 

My Sisters I must strive to please. 
And never dare to vex or tease. 

35. Hozc must you act to other chil- 
dren, and to all people ? 

I must, to all I know or see, 
Be kind as any child can be. 

36. Do children often die ? 
Children have died as young as 1, 
And soon I may be sick and die. 

37. Will God judge the young ? 
The Lord will judge both " small and 

great," 
And fix their everlasting state. 

38. How will God punish the icicked ? 
The wicked shall be sent to hell. 

In everlasting flames to dwell. 

39. What should he your wish if you 
die young ? 

May Jesus take me when I die. 

To live with him above the sky. ^ 

40. Where will good children go afie^ 
death ? 

Good children shall for ever be 

In heav'n, their Saviour Christ to see. 



Conversation, showing what Children may, at an early age, be taught. 

Teacher. Children, I will teach you about /ax«A.' But first think of this : the 
word FAITH almost always means the same as belief, and to have faith is to be- 
lieve. Believing any thing is thinking it to be true. If you have faith in God, 
or the Bible, or the Gospel, it is believing in them, and that means thinking them 
true. It must be always something that is told, or thought of, that we believe. 
To have faith, so as to please God, means to have faith in God's loord, or to believe 
God's word. Now, can you tell me what it means, to say believe God's word? 

Children. Yes, Sir : it means, to think God's loord true. And so, too, having 
faith in Christ, is thinking what he says is true ; and believing the Bible, is 
thinking what the Bible says is true. Is not that right, Teacher.? 

Teacher. It is. And now, do you know what good it will do to have faith? 
No, Sir; but we can try to learn, if you will teach us. 
When you are told your faces are dirty, and think it true, what do 



Children 
Teacher. 
you do.' 
Children 
Teacher. 



We go and wash them. 

But if you thought they ivere not so, you would not go to wash. 
So you see that when you do any thing, it is because you believe something. 
Well now, if you believe all that God, and Christ, and the Bible say, you will 
think it is just as they say; and if you think their sayings true, you will be try- 
ing to do aib' they say is best. God says wicked ones will go to hell if they do 
not leayejtf being wicked. Now, if you believe this, what will it make you do.-* 
ChiWJ^p. Try not to sin. And if we believe that God is good, it will make 
us tr;i^^Reasc Him, and be like Him, in being good too. 



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